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Content: it is about the learners creating their own knowledge and understanding and developing skills. Content is related to learning and thinking.

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Content: it is about the learners creating their own knowledge and understanding and developing skills. Content is related to learning and thinking.

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Cognition: it is related to the process of thinking. Thinking processes need to be analyzed in terms of their linguistic demands. 

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Cognition: it is related to the process of thinking. Thinking processes need to be analyzed in terms of their linguistic demands. 

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Communication: language needs to be transparent and accessible. Interaction in the learning context is fundamental to learning. 

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Communication: language needs to be transparent and accessible. Interaction in the learning context is fundamental to learning. 

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Culture: the relationship between cultures and languages is complex. Intercultural awareness is fundamental to CLIL. 

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Culture: the relationship between cultures and languages is complex. Intercultural awareness is fundamental to CLIL. 

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1. Rich input: meaningful and challenging input is one of the main pillars of foreign language acquisition. Interactive and illustrative materials with authentic language input constitute a rich source for designing challenging tasks that foster creative thinking and create opportunities for meaningful input out.

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1. Rich input: meaningful and challenging input is one of the main pillars of foreign language acquisition. Interactive and illustrative materials with authentic language input constitute a rich source for designing challenging tasks that foster creative thinking and create opportunities for meaningful input out.

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2. Scaffolding learning: students need scaffolding to help them cope with language input of all sorts. The quantity and intensity of scaffolding can be reduced as students´ language skills advance. It helps learners understand the content and language of any given material.

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2. Scaffolding learning: students need scaffolding to help them cope with language input of all sorts. The quantity and intensity of scaffolding can be reduced as students´ language skills advance. It helps learners understand the content and language of any given material.

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3. Rich interaction and pushed output: Long proposes that language acquisition is facilitated by the use of the target language in interaction. Swain has claimed that modified output benefits L2 development. Student interaction and output is triggered by tasks. 

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3. Rich interaction and pushed output: Long proposes that language acquisition is facilitated by the use of the target language in interaction. Swain has claimed that modified output benefits L2 development. Student interaction and output is triggered by tasks. 

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4. Adding the (Inter-) cultural Dimension: students need to become aware of the hidden cultural codes. Looking at different cultural angles, realizing that other cultures have different values and beliefs is the most valuable experience that CLIL may offer.

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4. Adding the (Inter-) cultural Dimension: students need to become aware of the hidden cultural codes. Looking at different cultural angles, realizing that other cultures have different values and beliefs is the most valuable experience that CLIL may offer.

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5. Make it H.O.T: the core elements of CLIL (input, tasks, output and scaffolding) need to be balanced in such a way that various cognitive activities are triggered. Systematic language work is of paramount importance when teaching thinking.

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5. Make it H.O.T: the core elements of CLIL (input, tasks, output and scaffolding) need to be balanced in such a way that various cognitive activities are triggered. Systematic language work is of paramount importance when teaching thinking.

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6. Sustainable learning: in CLIL, sustainable teaching and learning is of great importance since teachers have to facilitate both the learning of the specific content and the learning/acquisition of a foreign language. To make learning more sustainable in the CLIL classroom teachers should provide clear structuring, promotes autonomous learning and put great emphasis on learning and study skills. 

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6. Sustainable learning: in CLIL, sustainable teaching and learning is of great importance since teachers have to facilitate both the learning of the specific content and the learning/acquisition of a foreign language. To make learning more sustainable in the CLIL classroom teachers should provide clear structuring, promotes autonomous learning and put great emphasis on learning and study skills. 

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The components of creating and adapting didactics materials are the 4-Cs: content, cognition, communication and culture.

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The components of creating and adapting didactics materials are the 4-Cs: content, cognition, communication and culture.

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The CLIL pyramid suggests a systematical and tested sequence for planning CLIL units and materials, starting with a topic selection and ending with a review of key content and language elements called CLIL workout.  One of the biggest advantages of using the CLIL-Pyramid as a planning tool is that it makes it possible for teachers/material writers to create an interdisciplinary progression of study skills and literacies which can be spread across different units, different age groups or even different content subjects.

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The CLIL pyramid suggests a systematical and tested sequence for planning CLIL units and materials, starting with a topic selection and ending with a review of key content and language elements called CLIL workout.  One of the biggest advantages of using the CLIL-Pyramid as a planning tool is that it makes it possible for teachers/material writers to create an interdisciplinary progression of study skills and literacies which can be spread across different units, different age groups or even different content subjects.

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Topic selection: a CLIL unit starts with content selection. It is the starting point for material construction.

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Topic selection: a CLIL unit starts with content selection. It is the starting point for material construction.

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Choice of media: study skills+input-scaffolding. Providing multimodal inputs and distributing it evenly across the new CLIL unit produces highly differentiated materials which accommodate with learning styles and activities various language skills. The nature of the selected input determines how much and what kind of scaffolding is needed.

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Choice of media: study skills+input-scaffolding. Providing multimodal inputs and distributing it evenly across the new CLIL unit produces highly differentiated materials which accommodate with learning styles and activities various language skills. The nature of the selected input determines how much and what kind of scaffolding is needed.

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Task -design: tasks need to be designed to trigger both higher order thinking skills and lead to authentic communication/interaction in different interactive formats. 

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Task -design: tasks need to be designed to trigger both higher order thinking skills and lead to authentic communication/interaction in different interactive formats. 

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Clil workout. The nature of the desired output determines how much and what kind of out-put scaffolding is necessary.

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Clil workout. The nature of the desired output determines how much and what kind of out-put scaffolding is necessary.