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As anywhere in the world, developing the so-called ‘global human resources’ is at the top of the agenda in Japanese educational policies. To give a few examples, MEXT (the Ministry of Education, Culture, Sports, Science and Technology) has selected 56 ‘super global high schools’ and 37 ‘super global universities’, which are expected to design and supply models for global education at the secondary and tertiary levels; the number of International Baccalaureate schools (Diploma Programme) is planned to increase from 27 to 200 on government support; in primary schools, full-scale English language education (i.e. three 45-minute lessons a week for Years 5 and 6 pupils) will be made compulsory in 2020. In parallel with these government-led undertakings, CLIL (Content and Language Integrated Learning) has been attracting teachers’ attention and its practices have been slowly but steadily spreading at grass-roots level. In this context, I will first talk why CLIL is considered to be effective for the education of global citizens and then show how CLIL is explained, localized and implemented in the Japanese school environment. Useful materials for CLIL teacher training will also be provided.