近年來，由於政府推動教育「雙語化」－－在非語言課程中使用英語作為教學語言－－使得「學科內容與語言整合」教學（CLIL）在臺灣掀起一股風潮。因應政府雙語教育政策從小學延伸至中學乃至高等教育，本文介紹臺灣在地學者協助在職教師發展雙語教學的歷程，包括：第一階段，學者將Coyle等人的（2010）4Cs教學框架用於臺灣雙語教學；第二階段，學者將「全球在地化」概念融入4Cs，成為「ELF-informed 4C 2++」的框架；第三階段，學者將「ELF-informed 4C 2++」的框架國際化。以上三階段發展之原因與內容將在文內分別闡述。暸解臺灣CLIL的演變有利於教師與研究人員考慮雙語教育的未來發展。

In recent years, Content and Language Integrated Learning (CLIL) has gathered momentum in Taiwan due to attempts by the local and central governments to “bilingualize” education with English as the medium of instruction in non-language courses. In response to this expansion of “bilingualization” in primary, secondary, and higher education, this paper presents the development of CLIL, promoted by scholars in Taiwan who have been assisting in-service teachers to “go bilingual” in compulsory education since 2018, covering: (a) borrowing Coyle et al.’s (2010) 4Cs framework, (b) glocalizing the 4Cs as the ELF-informed 4C 2++ framework, and (c) internationalizing the ELF-informed 4C 2++ framework. The “why” and “what” of each stage of this bilingualization process are hence further described. Achieving a better understanding to the evolution of CLIL in Taiwan might benefit teachers and researchers greatly if they consider applying CLIL for their future bilingual education.