# data[].attributes.headline
 CLIL focuses on the development of receptive and productive skills to increase the level of analysis and creativity in students.  The  CLIL-Pyramid  was  designed  to  visually represent the  idea  that  quality CLIL based on the tenets of the 4Cs-Framework can only be achieved when all of the four Cs are considered in lesson planning and materials construction

# data[].attributes.subject
 CLIL focuses on the development of receptive and productive skills to increase the level of analysis and creativity in students.  The  CLIL-Pyramid  was  designed  to  visually represent the  idea  that  quality CLIL based on the tenets of the 4Cs-Framework can only be achieved when all of the four Cs are considered in lesson planning and materials construction

# data[].attributes.headline
Presentation and explanation of the CLIL-Pyramid

# data[].attributes.subject
Presentation and explanation of the CLIL-Pyramid

# data[].attributes.headline
In order  to  succeed, CLIL teachers  and  textbook  writers need  flexible  tools and  recommendations  on  how  to  develop  quality  materials  based  on  the  4Cs-Framework.  The inclusion of teaching materials in a given educational context requires that the teacher or the corresponding Teaching Team be clear about the main functions that the media can play in the teaching-learning process.

# data[].attributes.subject
In order  to  succeed, CLIL teachers  and  textbook  writers need  flexible  tools and  recommendations  on  how  to  develop  quality  materials  based  on  the  4Cs-Framework.  The inclusion of teaching materials in a given educational context requires that the teacher or the corresponding Teaching Team be clear about the main functions that the media can play in the teaching-learning process.

# data[].attributes.headline
components of the creation and adaptation of didactic learning materials

# data[].attributes.subject
components of the creation and adaptation of didactic learning materials

# data[].attributes.headline
In CLIL, sustainable teaching and learning are of great importance since teachers have to facilitate both the learning of a content and the acquisition of an L2

# data[].attributes.subject
In CLIL, sustainable teaching and learning are of great importance since teachers have to facilitate both the learning of a content and the acquisition of an L2

# data[].attributes.headline
we have to ensure that what we teach in class is taught in such a way that new knowledge becomes deeply embedded in our students' long-term memory

# data[].attributes.subject
we have to ensure that what we teach in class is taught in such a way that new knowledge becomes deeply embedded in our students' long-term memory

# data[].attributes.headline
(H.O.T.S) skills are the key to success in the information age

# data[].attributes.subject
(H.O.T.S) skills are the key to success in the information age

# data[].attributes.headline
Quality Principle No. 6: Sustainable Learning

# data[].attributes.subject
Quality Principle No. 6: Sustainable Learning

# data[].attributes.headline
Quality Principle No. 5: Make it H.O.T. 

# data[].attributes.subject
Quality Principle No. 5: Make it H.O.T. 

# data[].attributes.headline
Cultures differ in many aspects including the vision of themselves, if we want our students to be successful we must allow them to enter a globalized world, they must work as a team across national and cultural borders

# data[].attributes.subject
Cultures differ in many aspects including the vision of themselves, if we want our students to be successful we must allow them to enter a globalized world, they must work as a team across national and cultural borders

# data[].attributes.headline
  quality principle No 4 Adding the (Inter-)cultural Dimension

# data[].attributes.subject
  quality principle No 4 Adding the (Inter-)cultural Dimension

# data[].attributes.headline
The OUT PUT LONG interaction hypothesis proposes that language acquisition is greatly facilitated by the use of the target language.  Student interaction and outcomes are largely triggered by homework

# data[].attributes.subject
The OUT PUT LONG interaction hypothesis proposes that language acquisition is greatly facilitated by the use of the target language.  Student interaction and outcomes are largely triggered by homework

# data[].attributes.headline
 Quality principle No 2 Scaffolding Learning 

# data[].attributes.subject
 Quality principle No 2 Scaffolding Learning 

# data[].attributes.body
IT IS IMPORTANT THAT STUDENTS HAVE WIDE SUPPORT TO ENSURE THAT THEY HANDLE AUTHENTIC MATERIALS.
SCAFFOLDING SERVES SEVERAL PURPOSES; REDUCES COGNITIVE AND LINGUISTIC LOAD THIS MEANS THAT SCAFFOLDING HELPS UNDERSTAND THE CONTENT AND LANGUAGE OF ANY GIVEN MATERIAL, ON THE OTHER HAND IT ALLOWS STUDENTS TO DO TASKS WITH THE APPROPRIATE SUPPORT, SUPPORT OF THE LANGUAGE
WELL ECHO SCAFFOLDING WILL INCREASE COGNITIVE COMPETENCE OF ACADEMIC LANGUAGE

# data[].attributes.body
what is needed for learning is an appropriate balance directed by the teacher and directed by the student, allowing the teacher to provide the necessary motivation.
Teacher feedback is crucial for successful learning. KRASHEN's hypothesis and recent insights gained from neurolinguistic studies emphasize motivation and its importance and effect on learning

# data[].attributes.body
Explanation of the 4Cs

Content: creating your own knowledge and skill development
cognition: content related to what has been learned allows students to create their own interpretation
communication: you need to learn the language that is related to the context, it must be transparent and accessible
culture: the relationship between languages and cultures is complex. intercultural awareness is essential for CLIL

# data[].attributes.headline
 Quality principle No 3 Rich Interaction and Pushed Output 

# data[].attributes.subject
 Quality principle No 3 Rich Interaction and Pushed Output 