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摘要
In this chapter, we discuss two statements conceived as provocations: (1) A situated CLIL approach can only be if it is rooted in situated (language) teacher education; and (2) The role of culture in CLIL could be harnessed by adopting a social justice perspective. We use these provocations to take stock of the key insights and lessons learnt included in the contributors’ chapters, as well as imagine the future of CLIL research, policy, and practice in South America.