Even though there is much evidence that CLIL works, there are limited methodological resources and practical guidance to enable teachers to plan and teach with a multiple focus. The 4Cs-Framework (Coyle 1999, 2006) offers a sound theoretical and methodological foundation for planning CLIL lessons and constructing materials because of its integrative nature. It is built on the following principles:

Content: Content matter is not only about acquiring knowledge and skills, it is about the learners creating their own knowledge and understanding and developing skills (personalized learning).

Cognition: Content is related to learning and thinking (cognition). To enable the learners to create their own interpretation of content, it must be analysed for its linguistic demands; thinking processes (cognition) need to be analysed in terms of their linguistic demands;

Communication: Language needs to be learned which is related to the learning context, learning through that language, reconstructing the content and its related cognitive processes. This language needs to be transparent and accessible; interaction in the learning context is fundamental to learning. This has implications when the learning context operates through the medium of a foreign language.

Culture: The relationship between cultures and languages is complex. Intercultural awareness is fundamental to CLIL. Its rightful place is at the core of CLIL. (Coyle 2006: 9f.)

The document proposes six quality principles for Content and Language Integrated Learning (CLIL). Here is a summary of those principles:

1. Content Selection:

Focus on the specific needs of the content subject, which is the foundation of every CLIL lesson and the starting point for material construction.

2. Multimodal Input:

Provide varied and evenly distributed multimodal input across the CLIL unit to accommodate different learning styles and activate various language skills. This also facilitates the development of new literacies.

3. Input Nature:

Select inputs such as texts, charts, maps, and video clips that are relevant to the content and suitable for fostering language skills.

4. Task Design:

Incorporate tasks that engage cognition and communication, and include scaffolding for output to support student learning.

5. Media Choice:

Utilize different media to enhance study skills and provide scaffolding for input, supporting students in processing and understanding the content.

6. Review and Reflection:

At the end of the unit, review key content and language elements to reinforce learning and ensure students have achieved the desired outcomes.

The components for creating and adapting didactic learning materials within the CLIL (Content and Language Integrated Learning) framework focus on ensuring effective teaching and learning of both content and language. Here are the key components:

1. Content Selection:

The starting point for material creation is identifying and selecting the specific needs of the content subject. The chosen content must be relevant and appropriate for the course's educational objectives, ensuring that the essential concepts students need to learn are covered.

2. Multimodal Input:

Incorporating various forms of input (such as texts, charts, maps, and video clips) evenly throughout the CLIL unit is crucial. This helps address different learning styles and activates multiple language skills. Multimodal input facilitates the development of new literacies, allowing students to interact with the content in various ways.

3. Nature of Selected Input:

The selected inputs should include various materials that are relevant to the content and suitable for fostering language skills. Texts should be comprehensible and related to the topic, while visuals and other media should support understanding and learning of the content.

4. Task Design:

Task design is a fundamental part of creating didactic materials. Tasks should be designed to engage both the cognitive and communicative skills of students. Additionally, it is important to include scaffolding strategies to support student output, helping them construct and express their knowledge effectively.

5. Media Choice:

Utilizing different media is essential to enhance study skills and provide additional support for input. Various media help students process and understand the content, offering multiple avenues for interacting with the material. This can include the use of educational technology, visual resources, and interactive tools.

6. Review and Reflection:

At the end of each unit, it is vital to review the key elements of both content and language. This review helps reinforce learning and ensures that students have achieved the desired learning objectives. Reflecting on what has been learned allows students to consolidate their knowledge and apply what they have learned in future contexts.

7. Teacher's Role:

The role of the teacher is to balance teacher-directed and learner-directed activities. Providing necessary scaffolding, motivating students, and offering systematic feedback are crucial elements for successful learning in a CLIL environment. Teachers should act as facilitators of learning, guiding and supporting students throughout the educational process.

These components are designed to create effective didactic materials that not only facilitate content learning but also promote the development of language skills in an integrated CLIL environment.

The CLIL-Pyramid is introduced as a visual representation and planning tool designed to ensure quality CLIL (Content and Language Integrated Learning) lessons based on the 4Cs-Framework, which includes content, communication, cognition, and culture. Here is a detailed explanation:

1.     Purpose and Structure:

ü  The CLIL-Pyramid emphasizes that quality CLIL can only be achieved when all four Cs are considered in lesson planning and materials construction.

ü  The pyramid's base consists of the four Cs, with lines originating from each corner meeting at a point, symbolizing the integration of these elements.

2.     Lesson Planning Tool:

ü  The pyramid serves as a systematic sequence for planning CLIL units, starting with topic selection and ending with a review of key content and language elements, referred to as the "CLIL workout".

ü  The planning starts with content selection, ensuring the specific needs of the content subject are at the heart of the lesson and materials.

3.     Multimodal Input:

ü  Incorporating multimodal input (texts, charts, maps, video clips, etc.) across the CLIL unit is crucial for creating differentiated materials that accommodate different learning styles and activate various language skills.

ü  This approach facilitates the development of new literacies and caters to diverse learners.

4.     Output-Scaffolding:

ü  The type of selected input determines the necessary output-scaffolding, which supports students in producing the target language and content outputs effectively.

5.     Advantages:

ü  The CLIL-Pyramid model supports multifocal lesson planning, integrating content, communication, cognition, and culture.

ü  It promotes higher-order thinking skills and ensures that scaffolding, study skills, and learning strategies are integral to the planning and teaching process.

ü  The model encourages multi-modal input, leading to highly differentiated lessons and materials.

ü  It is flexible regarding various interaction models (individual, pair, group work) and takes intercultural communication seriously.

ü  It enables the creation of an interdisciplinary progression of study skills and literacies, which can be spread across different units, age groups, or content subjects.