Editorial: CLIL and education coming together: The crossroads for multilingualism

Abstract

It has been only 7 years since both the first issue of the Latin American Journal of Content and Language Integrated Learning (LACLIL) was published and the 1 st CLIL Symposium was held at the Universidad de La Sabana in Chía, Colombia in 2008. Over this period, the pace of debate on education and languages has only increased, and growing interest in CLIL (content and language integrated learning) approaches continues to raise new questions for researchers, teachers, policy makers, and learners-indeed, society at large-about the needs for, and challenges of, integrating content and additional (or even first) languages in the classroom and beyond. During these years, both LACLIL and the CLIL Symposium (now a regular biennial event) have matured and grown in their mission serve as crossroads for contact and communication between CLIL researchers and practitioners in not merely Colombia, but the wider Latin American region-and, indeed, the world. LACLIL has, to date, published more than 74 articles in contribution to the wider story of how language and content teaching has been unfolding throughout. Similarly, the CLIL Symposia have provided spaces in which researchers and-importantly-teachers from Colombia and beyond have come together to share knowledge and ideas, questions