# data[].attributes.attachment_caption
The 4Cs framework, developed by Coyle (1999), provides the foundation for effective CLIL lesson design. It includes:

# data[].attributes.body
Content: Subject knowledge facts, concepts, and processes related to the subject being taught.

Cognition: The development of thinking skills from lower order (remembering, understanding) to higher-order thinking (analyzing, evaluating, creating).

Communication: Using language for learning and interaction learners must use the target language to access and process content knowledge.

Culture: Developing intercultural understanding and global awareness integrating diverse perspectives and cultural knowledge in the learning experience.

# data[].attributes.headline
Six Quality Principles for CLIL (Meyer, 2013)

# data[].attributes.subject
Six Quality Principles for CLIL (Meyer, 2013)

# data[].attributes.body
Rich Input
Provide learners with varied, authentic, and meaningful input (texts, visuals, audio) to help them acquire both language and content knowledge.

Scaffolding Learning
Support learners by gradually increasing the level of difficulty, providing structured support (visual aids, models, sentence starters), and reducing this support as learners gain independence.

Rich Interaction and Pushed Output
Encourage active engagement and verbal output from students promote speaking, writing, and presenting in the target language.

Intercultural Dimension
Incorporate tasks and content that promote intercultural competence and respect for diversity.

Higher-Order Thinking (HOT)
Design tasks that move beyond memorization foster critical thinking, problem solving, analysis, and creativity.

Sustainable Learning
Encourage deep learning that lasts connect new knowledge to prior learning and to learners' real-world experiences.

# data[].attributes.attachment_caption
When creating and adapting materials for CLIL lessons, consider the following components:

# data[].attributes.headline
Components for Creating and Adapting Learning Materials

# data[].attributes.subject
Components for Creating and Adapting Learning Materials

# data[].attributes.body
Multimodal materials: Combine text, visuals, audio, video, and hands on activities to meet diverse learning styles.

Cognitive demand: Match materials to learners' cognitive levels offer tasks that stimulate thinking without overwhelming them.

Real-world relevance: Connect learning to learners’ lives and future needs include examples, case studies, and projects that are meaningful to them.

Teacher’s active role: Teachers must model academic language, provide feedback, monitor progress, and adjust materials as needed.

# data[].attributes.attachment_caption
The CLIL Pyramid offers a visual and practical guide for planning CLIL lessons, structured in four levels:

# data[].attributes.body
1. Topic Selection
Choose a relevant and engaging topic that aligns with both subject goals and learners’ interests.

2. Choice of Media
Select media (videos, texts, graphics, songs) that provide rich input and support comprehension of both content and language.

3. Task Design
Plan meaningful and cognitively challenging tasks include opportunities for interaction, collaboration, and problem solving.

4. CLIL Workout
Engage learners in integrated language-content production (presentations, projects, discussions), supported with scaffolding.

# data[].attributes.body
Meyer, O. (2013). Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching.

Coyle, D. (1999). The 4Cs Framework for CLIL.