This paper discusses three relationships between content and language integrated learning (CLIL) research and practice in the context of South America. The first relationship focuses on research with successful results in the areas of language learning motivation and intercultural communicative competence and citizenship. The second relationship discusses research which has yielded mixed results to support language learning and cognitive development. The last relationship suggests what areas deserve special attention to offer further support to teachers involved in CLIL provision. The following areas are addressed: teacher-made CLIL materials, language and content gains, L1-L2 (first language, second language) curriculum design, and inclusion. In conclusion, I assert that CLIL in South America can be invigorated if researchers and educators carry out research, preferably in collaboration, that recognises, maximises and improves CLIL in practice. I also suggest that the CLIL community in South America may engage in creating CLIL models and conceptual frameworks that respond to the particularities of their settings with the aim of making CLIL context-responsive and sustainable.

本文讨论了南美洲背景下内容与语言综合学习 (CLIL) 研究和实践之间的三种关系。第一种关系侧重于在语言学习动机和跨文化交际能力和公民意识领域取得成功成果的研究。第二个关系讨论了支持语言学习和认知发展的研究结果好坏参半。最后一个关系表明哪些领域值得特别关注，以便为参与 CLIL 提供的教师提供进一步的支持。涉及以下领域：教师制作的 CLIL 材料、语言和内容增益、L1-L2（第一语言、第二语言）课程设计和包容性。综上所述，我断言，如果研究人员和教育工作者开展研究，最好是合作，在实践中识别、最大化和改进 CLIL，那么南美洲的 CLIL 可以被激发。我还建议南美洲的 CLIL 社区可以参与创建 CLIL 模型和概念框架，以响应其环境的特殊性，以使 CLIL 具有环境响应性和可持续性。