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These elements propose to the teacher an improvement in teaching the student. This allows us to see the relationship of the elements of the 4 C's, where we analyze a treatment of the contents and the linguistic demands of this, cognitive difficulties, communicative processes based on the cultural components in the contents and linguistic processes.
Richard Kiely (in Ioannou-Georgiou and Pavlou, 2011) mentions that there are three fields of theoretical language development in CLIL. The first is related to the communicative approach to language as a pedagogy to promote a paradigm shift in language teaching.

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Presentation and explanation of the CLIL-Pyramid

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Presentation and explanation of the CLIL-Pyramid

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It is essential that teaching is active and that students can remember in the long term what we teach them, and that based on this knowledge they are able to apply what they have learned in such a way that they can express their knowledge both in the language they are learning and in the foreign language, for this it is ideal that students have the ability to have an assertive communication. The teacher can integrate the promotion of different strategies such as:

Autonomous learning

Integrating real verbal expressions

Avoiding the use of isolated vocabulary

Applying activities that involve group work.

Employing conversational resources

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Thinking skills allow the state of other communicative skills such as writing and interpreting to be evidenced, thinking skills are essential for the development of different linguistic skills. This is why it is necessary to involve in class that the student has the ability to develop this type of cognitive skills, all this in order that the student can communicate ideas for this can be used different activities in class in which the student has to reason, interpret, organize their ideas and make them known in a safe and consistent manner based on what is stipulated, either through speeches, debates and others that promote thinking.

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4.	Adding the (Inter-)cultural Dimension

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4.	Adding the (Inter-)cultural Dimension

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Learning a different language is also learning from a different culture, when the student learns another language it is also necessary to understand that the way of expressing oneself will change because it is a different country and the communicative expressions or verbal language in the different contexts of daily life are usually expressed in different ways due to the customs, beliefs and other social aspects that constitute a society and the way of interacting may not be very similar to ours.

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The interaction allows students to improve their communicative skills, the student to make constant use of the language generates that their learning is more conscious as it promotes the student to apply what they have learned and also encourages their brain to make cognitive connections, this is achieved through the introduction of authentic communication, ie the teacher creates environments or situations that happen in real life for the student to express themselves, this either dialogues, conversations, solving questions, expressing points of view based on different topics and so on. Ideally, the student should be able to talk and communicate about what he or she sees, hears or listens to in such a way that he or she uses his or her knowledge to express him or herself clearly.

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This allows students to contextualize knowledge more quickly, through this in turn, allows students to obtain the tools or vocabulary to express themselves or make known what is required hand in hand with teaching strategies that facilitate them what they are learning. Due to the fact that some students assimilate with more difficulty the knowledge or components of the English language, this scaffolding allows them to acquire a linguistic production and cognitive competences necessary in their educational formation process

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In the richness of information there are important characteristics where it is found that these must be meaningful, motivating and genuine. In such a way that they are related to events that occur in real life. These must be motivating because effective learning also requires a positive affective or emotional bond for the student to be motivated to learn and genuine because they must have interactive learning contents that allow the student to create both a critical learning in which he can reason the different means and creative so that this is an element that generates ideas where different learning tools are integrated to interpret complex knowledge in a simple and practical way using illustrations, mind maps, classification of ideas and others.

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Content or academic material whether books, texts, audiovisual elements and others on which the class is developed so that students can obtain what is cognition, where they assimilate these contents and the student can integrate or generate knowledge.

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Then, through what the student has learned the student can communicate thanks to this content and knowledge, which allows him/her to express or make known his/her ideas based on what he/she has learned, generating an interaction.

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Finally, we have the culture which is essential because it fulfills the fusion of relating everything to a real and natural environment to assimilate both the contents or this class material established or that has been developed, as the cognition of knowledge acquisition and communication of the student. This is very important because when we contextualize the contents or teaching to real environments it is more possible that the student can have a more effective learning.