Welcome to Volume 6, Issue 2 of the Latin American Journal of Content and Language Integrated Learning (LACLIL).This issue offers reflections on areas related to the integration of content and language in a variety of contextsincluding Colombia, Spain, the United Kingdom, Taiwan, and Iran-in which researchers provide us with opportunities to reflect on current teaching practices.Globalization is making the world interconnected in ways previously unseen (Mehisto, Marsh, & Frigols, 2008, p. 10); with this in mind, the current issue of LACLIL also shows how CLIL is becoming more globalized as well, rapidly becoming an "innovative methodology" that caters to the needs of the new generation at hand (Graddol, 2005, p. 2).Nowadays, language-learning and content-learning are increasingly driven by learners' desires to be connected to this globalized world, in which boundaries cease to exist, to access opportunities that may not have been available beforehand.The essence of a CLIL approach is integration, where the approach used in the classroom depends on a set of core variables-content, language, cognition, and culture-that are intertwined into the curriculum and expressed through classroom practice.All of this revolves around the type of subjects that are being taught and the extent of the cognitive demands, as well as the learners' linguistic load.Nevertheless, these core variables all depend on the educational context.For example, in Taiwan, the notions of globalization and of English as an international lingua franca led the Ministry of Education to institute a new curriculum (Grade 1-9 Curriculum) in 2001 that made English as a compulsory subject for Taiwanese students beginning in elementary school at the third-grade level (Hsuan-Yau, 2008).Meanwhile, in Colombia, a CLIL approach is sometimes used to achieve the added value of enhanced foreign language competence or may be seen as another model of bilingual education across the curriculum as part of a larger plan set