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This 4C framework is a method used to improve the practice of English, since it seeks for the student to absorb the language in a natural way using the language in real life situations, placing it in the context of each learner, that is, take English with a tool and not as such content to study. This method or technique works in two approaches, the first is to learn English through the content of the subject and the second is to learn the content of the subject through the use of the language. With this, students improve not only their performance in the subject but also in the language. The use of different learning strategies facilitates the teaching, practice and application of the language; multiplying the linguistic abilities of each student reinforcing the knowledge in an assertive way. 

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This 4C framework is a method used to improve the practice of English, since it seeks for the student to absorb the language in a natural way using the language in real life situations, placing it in the context of each learner, that is, take English with a tool and not as such content to study. This method or technique works in two approaches, the first is to learn English through the content of the subject and the second is to learn the content of the subject through the use of the language. With this, students improve not only their performance in the subject but also in the language. The use of different learning strategies facilitates the teaching, practice and application of the language; multiplying the linguistic abilities of each student reinforcing the knowledge in an assertive way. 

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CLIL-Pyramid is based on the 4C framework and was developed as an integrative planning tool for material writers and lesson planners.

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CONTENT: Allowing progress in the knowledge, skills and understanding of the specific topics of a given curriculum  COMMUNICATION: Using the language to learn while learning to use the language itself  COGNITION: Developing cognitive skills that link the formation of concepts (abstract and concrete), knowledge and language  CULTURE: Allowing exposure to varied perspectives and shared knowledge that make us more aware of the other and of ourselves.

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CONTENT: Allowing progress in the knowledge, skills and understanding of the specific topics of a given curriculum  COMMUNICATION: Using the language to learn while learning to use the language itself  COGNITION: Developing cognitive skills that link the formation of concepts (abstract and concrete), knowledge and language  CULTURE: Allowing exposure to varied perspectives and shared knowledge that make us more aware of the other and of ourselves.

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1. CLIL-RESEARCH PERSPECTIVES                               This method is used satisfactorily for language learning, as it improves the student's linguistic skills, since their learning becomes more assertive in a second language than in the mother tongue. There are limited methodological resources and practical guidance with which teachers plan and teach with a multiple approach. The 4C framework (Coyle 1999, 2006) offers solid theoretical and methodological bases for planning CLIL lessons and building components due to its integrative nature. The principles on which this method is based are: 

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1. CLIL-RESEARCH PERSPECTIVES                               This method is used satisfactorily for language learning, as it improves the student's linguistic skills, since their learning becomes more assertive in a second language than in the mother tongue. There are limited methodological resources and practical guidance with which teachers plan and teach with a multiple approach. The 4C framework (Coyle 1999, 2006) offers solid theoretical and methodological bases for planning CLIL lessons and building components due to its integrative nature. The principles on which this method is based are: 

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Content: it is not only acquiring knowledge and skills, but also that students build their knowledge and understanding of what is taught, that is, personalized learning.
Cognition: the topic is related to learning and understanding, students interpret the content, analyze it linguistically.
Communication: it is important to learn and know the language that is related to the context from which you want to learn, know the language, reestablish the content and the cognitive processes concerning it.
Culture:: the relationship between cultures and languages ​​is complex, intercultural awareness is fundamental for CLIL. Its rightful place is in the core of CLIL. (Coyle 2006: 9 and following).

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2. Quality principle n. # 1: rich contributions

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2. Quality principle n. # 1: rich contributions

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This principle talks about the teaching of the topics, they must be challenging, meaningful and authentic, keeping the attention of the learner at all times, using the context in which it unfolds as a means for their learning to be assertive, likewise, it leads the student to build his knowledge, enrich his knowledge, motivate him through videos, animations and interactive resources in this way he is always attentive. The teacher is only a facilitator of knowledge, his teaching is directed, giving the student autonomy and confidence to expand their knowledge. It should be noted that the content must be managed in such a way that it is applied to the different learning styles taking into account that all students do not learn the same, some are visual, others kinesthetic, verbal, interpersonal, intrapersonal, in short, teaching must be accessible to learners.

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3. Quality principle n. # 2: scaffold learning

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3. Quality principle n. # 2: scaffold learning

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The scaffolding is therefore those structures, activities or support strategies that the teacher provides for the student to build knowledge. It is not simply to help the student by giving him the answer but to facilitate and provide support that serves those students who need it to achieve the learning objective. This scaffolding is fundamental in CLIL and must be given both for the content and for the language.
To facilitate the learning of skills, instructional activities should "establish contexts in which these skills can be adequately displayed, monitored, and feedback given the form of their acquisition" (Lyster 2007: 149).

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4. Quality principle n. # 3: Enriched Interaction and Driven Results

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4. Quality principle n. # 3: Enriched Interaction and Driven Results

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It is a task-based language learning approach. It consists of proposing to the students to carry out a series of tasks in the target language, the one being studied, to promote their communication skills in that second language; They are activities in which the target language is used as a communicative way to achieve a result. That is, the teacher proposes situations in which the student must achieve a result by expressing himself in the language he wishes to learn. The teacher explains grammar concepts or dictates vocabulary lists and the student attends to the explanations, with this method the learner is committed to his learning, is participatory and achieves satisfactory progress, taking into account that it is based on real situations, the teacher can effectively analyze and detect the needs of each student and, likewise, reinforce teaching on this item, allowing the student to function in their context..

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5. Quality principle no. 4: Adding the (inter) cultural dimension

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5. Quality principle no. 4: Adding the (inter) cultural dimension

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Knowing the culture of other countries although it helps in learning a language is not enough, the interaction with other people, the vocabulary used, the grammar, the context in which they develop play an important role in learning, it is for This, which must take into account not only verbal communication but also non-verbal, cultural codes, linguistic and non-linguistic means that should be used to address issues and thus maintain a flow in communication assertively without hurting susceptibilities. Looking at various topics from different cultural angles, realizing that other cultures tend to see things differently, have different values ​​and beliefs, is one of the most valuable experiences CLIL can offer.

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This approach reflects that, although there are techniques for learning the language, sometimes they are not effective, so it is important to look for the best methods so that teaching - learning is accurate, the development of tasks, the use of resources, the Putting what they have learned into practice in real contexts helps the student to commit to their learning. Academic thinking skills can be properly incorporated into the teaching routine by encouraging activities and the use of grammar in the process.

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Quality Principle No. 6: Sustainable Learning

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Quality Principle No. 6: Sustainable Learning

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This principle is based on the knowledge acquired by the students, that is, the new knowledge must be solid, fixed, permanent so that they can use it when necessary, making it automated through meaningful practice, being able to show its use. precise and spontaneity of their knowledge.
Teachers must generate assertive teaching both in the learning of specific content and in the learning / acquisition of a foreign language, creating connections with the attitudes, experience and knowledge of the students.

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Didactic materials are used by teachers in order to facilitate and assertively conduct the teaching - learning of students, favoring the development of their skills in the construction of their meaningful learning.

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Didactic materials are used by teachers in order to facilitate and assertively conduct the teaching - learning of students, favoring the development of their skills in the construction of their meaningful learning.

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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.                             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.                           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.                                           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.).                                 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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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.                             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.                           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.                                           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.).                                 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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The four C's are the cornerstones of the base area of the CLIL Pyramid. It is intended to be a tool for lesson planning and construction / adaptation materials. The CLIL pyramid suggests a systematic, tried and tested sequence for planning CLIL units and materials, beginning with the selection of topics and ending with a review of the key content and language elements that we have come to call CLIL training.

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The four C's are the cornerstones of the base area of the CLIL Pyramid. It is intended to be a tool for lesson planning and construction / adaptation materials. The CLIL pyramid suggests a systematic, tried and tested sequence for planning CLIL units and materials, beginning with the selection of topics and ending with a review of the key content and language elements that we have come to call CLIL training.

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Using the CLIL-Pyramid and the template offers several advantages:                                 • The model enables multifocal lesson planning: content, communication, cognition, and culture are inextricably linked. • Higher order thinking skills become an integral part of CLIL lessons.                               • Scaffolding, study skills, and learning strategies are essential parts of the planning and teaching process.                                       • The model raises awareness for multi-modal input and leads to highly differentiated lessons and materials.                                     • It is very flexible regarding various models of interaction/cooperation (individual/pair/group work).   • Intercultural communication is taken seriously.   

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Using the CLIL-Pyramid and the template offers several advantages:                                 • The model enables multifocal lesson planning: content, communication, cognition, and culture are inextricably linked. • Higher order thinking skills become an integral part of CLIL lessons.                               • Scaffolding, study skills, and learning strategies are essential parts of the planning and teaching process.                                       • The model raises awareness for multi-modal input and leads to highly differentiated lessons and materials.                                     • It is very flexible regarding various models of interaction/cooperation (individual/pair/group work).   • Intercultural communication is taken seriously.   

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UNIR REVISTA (2020) TBLT o task based language teaching, ¿en qué consiste esta metodología de enseñanza de idiomas?. Recovered from
https://www.unir.net/educacion/revista/task-based-language-teaching/