This chapter explores English language teaching in a content and language integrated learning (CLIL) context, through the lens of entanglement and assemblage theories. We argue for an ‘entangled approach’ to education, which emphasizes the interconnectedness of various elements in the teaching and learning process. Using the auto-narrative as a methodological tool, Keith reflects on his experiences teaching CLIL courses at a university in Taiwan. The chapter highlights the complexities and relational dynamics involved in implementing English medium instruction (EMI) in Taiwan, including challenges in teacher pedagogy, student agency, and self-efficacy. It underscores the necessity of moving beyond reductionist and dichotomous educational policies to embrace more holistic and inclusive frameworks. Keith’s reflections reveal how collaborative teaching can foster deeper student engagement and agency and how personal narratives can provide rich, nuanced insights into educational practices. We advocate for a multilingual, ELF-informed approach to CLIL, promoting a more holistic and dynamic understanding of teaching and learning processes.