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This involves the subject matter or knowledge being taught. In CLIL, content goes beyond mere knowledge transmission; it encourages learners to create their own understanding and develop skills through personalized learning approaches.

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Relates to thinking and learning processes. Content must be analyzed for its linguistic demands, and thinking must be facilitated to enable learners to interpret and process information critically and creatively.

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Focuses on language use within meaningful contexts. Learners need to acquire transparent and accessible language skills that allow them to reconstruct and discuss content, participating in interaction and authentic communication.

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Recognizes the complex relationship between language and cultural understanding. Intercultural awareness and competence are central, helping students understand cultural differences, values, and codes, which are vital for effective intercultural communication in a globalized world.

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Summary of the six quality principles proposed in the document

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Summary of the six quality principles proposed in the document

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The document proposes six quality principles for effective CLIL teaching and learning.

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Teaching materials and classroom input should be meaningful, challenging, and authentic. They need to engage students emotionally and cognitively, connecting content to global issues and students’ interests, while keeping motivation high. Teachers play a crucial role as language role models and provide scaffolding and professional feedback.

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Focus on developing students’ ability to express complex thoughts in both their first and second languages. Academic language skills and verbalization of thinking processes must be explicitly taught and scaffolded to improve communication and subject learning.

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Promote higher-order thinking skills by balancing input, tasks, output, and scaffolding. Tasks should engage students in analyzing, evaluating, and creating rather than only recalling facts, aiming to foster critical thinking and deep understanding.

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Ensure that learning is deep and long-lasting by turning passive knowledge into active knowledge that students can retrieve and apply. Encourage repeated practice, reflection, and connection across lessons so content and language skills are internalized sustainably.

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Promote Autonomous Learning and Translanguaging

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Promote Autonomous Learning and Translanguaging

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Support learner autonomy through digital portfolios and self-directed activities. Use students’ first languages strategically (translanguaging) to deepen content and language comprehension and move beyond treating languages as isolated systems.

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Spiral Learning and Emphasis on Study Skills and Literacies

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Spiral Learning and Emphasis on Study Skills and Literacies

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Encourage revisiting topics and skills progressively (spiral learning), promoting study skills and academic literacies across subjects to build cumulative understanding and facilitate collaboration between disciplines.

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

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

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The process is systematic, involving progression from content selection to multimodal input, scaffolding, authentic and cognitive task design, and reflective review, which together help construct high-quality, adaptable learning materials suitable for CLIL environments.

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The starting point for planning a CLIL unit is the careful selection of content topics that are relevant, meaningful, and aligned with the content subject’s needs. The content drives the entire learning process and informs the language demands of the lesson.

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Choice of Media (Input-Scaffolding and Study Skills)

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Choice of Media (Input-Scaffolding and Study Skills)

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Materials should provide multimodal input distributed evenly across the CLIL unit. This multimodality caters to different learning styles and activates various language skills. The type of input (texts, charts, maps, video clips, etc.) should be selected based on students' familiarity to determine the type and amount of scaffolding and which subject-specific study skills need practicing.

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Tasks need to be planned to stimulate higher-order thinking skills and promote authentic communication in multiple interactive formats (individual, pair, and group work). Task design should scaffold students' language output and cognitive processes to facilitate meaningful engagement and language use.

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Providing phrases, vocabulary, and structures that help students verbalize their thoughts appropriately in academic settings. Scaffolding supports language production to improve cognitive academic language proficiency (CALP).

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The sequence concludes with a review of key content and language elements, reinforcing sustainable learning and ensuring that learners have internalized both content knowledge and language skills.

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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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The CLIL-Pyramid is a visual and practical tool designed to aid CLIL teachers in lesson planning and material construction by integrating key quality principles and strategies for effective CLIL teaching. It embodies the holistic approach needed to combine content, language, cognition, and culture effectively, based on the 4Cs-Framework.

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The CLIL-Pyramid emphasizes the interconnectedness of all four Cs (Content, Communication, Cognition, and Culture) as fundamental cornerstones for quality CLIL education. The pyramid’s base represents the integration of these through careful planning and teaching.

It encourages spiral learning where topics and skills are revisited at increasing levels of sophistication, strengthening study skills and literacies and fostering long-term retention.

The tool supports teacher collaboration and cross-curricular connections by focusing on study skills and literacies that span different subjects, potentially transforming curriculum planning and formal learning structures.

Rather than expecting all quality principles to be incorporated in a single lesson, the CLIL-Pyramid advocates focusing on units (sequences of lessons) as planning units to allow systematic inclusion of multimodal input, scaffolding, cognitive tasks, and review.