This introductory session outlines the peculiarities of language learning in predominantly Anglophone contexts. There is a rationalisation of why Anglophone countries have specific needs to deal with compared to non-Anglophone countries. The paper explains why in these contexts CLIL is taught by language teachers. It looks at the what and why of CLIL as a model for MFL mainstream. The discussion turns to what happens with EAL and why CLIL pedagogy is of interest to EAL. The development of CLIL the UK and Australia is traced. The origins of how CLIL globally has become synonymous with learning English is also traced. The introduction raises the following questions, which will be addressed in subsequent papers and illustrated by vignettes of practice: How do school leaders implement different models of CLIL, what are the leaders' perspectives? How do primary and secondary teachers build language into units of work in Science and Humanities? How does CLIL participation affect inhibition thresholds of studying content in a non-native language? How can curriculums be merged through CLIL? What do formal and informal merged curriculums look like? How can we view bilingual programmes like CLIL in a multilingual world? What does it mean for people in CLIL programmes? What are the challenges? Why is CLIL in English dominant countries a way of providing high quality learning experiences? How can CLIL pedagogy be built on through whole school approaches towards interdisciplinary language learning e.g. EAL?

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