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The cognitive challenge gives meaning to learning. Activities that promote higher order thinking should include engagement, thinking, and understanding.

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Combine learning the language with the use of the language to learn other things.

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Multilingualism in today's world cannot be understood without interculturality and, furthermore, awareness of 'the other' will help us to improve our own identity.

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Relevant content is at the center of the learning process. They should not be the only objective but they should be present in all phases of the task.

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Quality Principle No. 2: Scaffolding Learning

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Quality Principle No. 2: Scaffolding Learning

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Scaffolding serves several purposes:
1. It reduces the cognitive and linguistic load of the content/input (= input-scaffolding) which means that scaffolding helps students understand the content and language of any given material.

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Introducing the CLIL-Pyramid: Key Strategies and Principles for CLILPlanning and Teaching

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Introducing the CLIL-Pyramid: Key Strategies and Principles for CLILPlanning and Teaching

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Video clips, flash-animations, web-quests, pod-casts, or other interactive materials on English websites combine motivating and illustrative materials with authentic language input. They constitute a rich source for designing challenging tasks that foster creative thinking and create opportunities for meaningful language output. Such websites also provide ample opportunities for selfdirected and differentiated learning, a chance for students to autonomously prepare for the next lesson, to review issues dealt with in class using a different
medium/mode of presentation, or for individual portfolio work; or all of the above.

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2. It enables students to accomplish a given task through appropriate, supportive structuring.

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3. Scaffolding also supports language production (= pushed output) by providing phrases, subject-specific vocabulary and collocations needed to complete assignments. It helps students to verbalize their thoughts appropriate to the subject manner. In other words, scaffolding done right will boost students’ cognitive academic language proficiency (CALP).

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• Declarative knowledge is encoded directly from observation and instruction.

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• Skill development depends on transforming this knowledge into production rules that represent procedural knowledge.

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• Production rules can only be acquired through practice.
(taken from Ranta/Lyster 2007)

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Quality Principle No. 3: Rich Interaction and Pushed Output

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Quality Principle No. 3: Rich Interaction and Pushed Output

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Long’s Interaction Hypothesis proposes that language acquisition is strongly facilitated by the use of the target language in interaction.

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This principle takes into account the tasks that are given to the student. since it also states that the learning of a second language is also based on the repetition of tasks.

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The relationship between CLIL and TBLT is symbiotic: Authentic and meaningful content is used to create motivating and challenging tasks. Authentic communication in different cooperative formats (like think-pair-share activities) triggered by those tasks and the frequent negotiation of meaning necessary to complete them enables a greater depth and bandwidth of content learning.

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Quality Principle No. 4: Adding the (Inter-)cultural Dimension

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Quality Principle No. 4: Adding the (Inter-)cultural Dimension

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Grimalda (2006) recently examined the degree of interaction among individuals in the process of globalization. Preliminary results indicate that people’s willingness to cooperate significantly increases the better they knoweach other. This means that students need to learn about other countries.

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If we want to prepare our students to succeed in a globalized world, enable them to work in teams across national and cultural boarders, intercultural communicative competence (Camerer 2007) needs to be the ultimate educational goal and at the heart of our teaching. CLIL can offer a significant contribution to that goal.

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Cultures tend to see things differently, have different values and beliefs, it is one of the most valuable experiences CLIL can offer. Studies comparing various CLIL textbooks have shown that the cultural dimension has not been adequately
exploited yet.

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A word to the wise: of the approximately 80 000 questions asked on average annually by teachers, 80 per cent are at the lowest level of thinking – factual knowledge. (Gall 1984; Watson/Young 1986 in Mehisto et al. 2008)

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input, tasks, output, and scaffolding have to be balanced in such a way that various cognitive activities are triggered.

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2. Systematic language work is of paramount importance when teachingthinking.

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2. Systematic language work is of paramount importance when teachingthinking.

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Students need to be shown how to express their thoughts in an increasingly complex manner: “Every learning involves language learning or is language learning at the same time and (that) communication, therefore is of overriding importance also in subject learning” (Vollmer 2008: 273). Zwiers (2006) demonstrates how academic thinking skills can easily be incorporated into one’s teaching routine and how the
verbalization of these thinking skills can be fostered through various activities and with the use of writing scripts/scaffolding frames.

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Quality Principle No. 6: Sustainable Learning

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Quality Principle No. 6: Sustainable Learning

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Such encounters are not uncommon and this example serves to illustrate what is meant by sustainable learning: we have to make sure that what we teach in class is taught in a way that new knowledge becomes deeply rooted in our students’ long-term memory.

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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. In addition to that, they have to find ways of making sure that the students can talk about the respective topics in both their L1 and their L2.

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Each specific educational situation can advise, or discourage, the use of certain didactic materials as generators of learning activities learning for the students and, on the other hand, the same resource can agree to use it differently in different educational contexts. In this way, there are a number of reasons why we are interested in finding out What is the most suitable medium for our teaching task:
1. Because of the importance of learning through different materials didactic;
2. Due to the great variety of materials that we find in these
moments;
3. Because of the need for reflection and analysis that its introduction requires;
4. For the latent, hidden and absent values that are transmitted through the themselves.

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2. Providing multimodal input and distributing it evenly across the new CLIL unit produces highly differentiated materials which accommodate different learning styles and activate various language skills. Multimodal input also facilitates the development of new literacies.

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5. The nature of the desired output (poster, interview, presentation, map,etc.) determines how much and what kind of output-scaffolding is necessary.

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C. What are the components of creating and adapting didactic learning materials?

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C. What are the components of creating and adapting didactic learning materials?

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It is necessary to understand that a material does not have value in itself, but to the extent that they are adapted to the objectives, contents and activities that we are proposing.

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3. The nature of the selected input (i.e. texts, charts, maps, video clips, etc.) and the students’ familiarity with it determines how much and what kind of scaffolding is needed. It also indicates which subject specific study skills need to be practised with the students so they can successfully cope
with that input.

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1. Planning a CLIL unit starts with content selection. The specific needs of the content subject are at the heart of every CLIL lesson and the starting point for material construction.

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4. Tasks need to be designed to trigger both higher order thinking skills and lead to authentic communication/interaction in different interactive formats (solo work, pair work, group work, etc.).