1. Content

Within the four existing principles in the CLIL, this is related as the backbone of the learning process, since they allow access to content which is really relevant to the development of critical thinking and therefore, for the comprehensive item analysis of scientific education and teaching.

2. Communication

It develops meaningful and interactive form through combinations of interpersonal skills and mastery of a cognitive academic language. Likewise, it develops receptive and productive skills as a functional language, leading to understanding contents and analyzing them from a critical sense.

3. Cognition

It assumes learning as a cognitive challenge for students to develop thinking skills in a higher order and at the same time promote their interpersonal communication skills in a linguistic and academic sense.

4. Culture

It differentiates multicultural reason and closely related thinking in each social sphere. In the same way, this type of principle helps the human being to be aware of his own reality and relate it to other cultures, so it increases the construction of his own knowledge through his social environment.

1. Content-Obligatory Language

This type of practical form essentially allows mastering the content through specialized vocabulary and functional language. For example, within a science class, a laboratory experiment is to be conducted to determine the various senses of the human being. To do this, the student must include concepts such as Touch, taste, sight, hearing, and smell.

2. Content-Compatible Language

For its part, this kind of practical form is useful but not essential within a particular topic. In this sense, for example, based on the previous proposal, a vocabulary compatible with the content could be: observe, analyze, determine and conclude the different perceptions, shapes, sizes, textures, smells and flavors that present different objects.

1. Activating prior knowledge

From the critical sense, this type of consideration allows the teacher to find out the main scientific needs and fact that their students have from their first language L1, leading them to deepen through a second or third language, ideas that explain such knowledge.

2. Input and output

As is well known, this type of hypothesis initially developed by the researcher and educator Stephen Krashen, allows educators to plan the entrance, that is to say what kind of information the student will consume during that class and how through their own production and analysis of such content (output), they use their practical skills to determine from their own criteria, critical aspects that determine new forms of knowledge.

3. Wait time

This kind of consideration refers to the waiting time teachers have between asking questions and what students answer. In this sense, starting from this own argument this consideration allows the student to process and know through a non-native language, new concepts especially within the interaction in the classroom.

4. Collaborative Tasks

This type of consideration involves both the student and the teacher to produce vocabulary in key and specific structures within both collaborative and individual meaningful activities. They also support the processing of new scientific content and languages.

5. Cognitive Challenge

It often becomes a considerable support for developing thinking skills in a non-native language. For its part, it directs the student to communicate, not only through everyday functional language, but through cognitive and academic language, strategies that appropriate effective expressions towards needs during the development of certain topics.

6. Developing thinking skills

That kind of consideration deepens and fosters lower order thinking skills, such as: When? where? and why? it is necessary to understand the reality of learning in a curricular content.

1. Challenges for teachers

This is one of the main challenges facing teachers, since one of the main deepenings of CLIL is the mastery of a second language focused on various subjects. Therefore, from the point of view, it is considered that the teacher should be able to discuss, present and, above all, state in a precise and clear way specific topics, which in other words, present and question the contents addressed during the class.

2. Challenges for learners

One of the main challenges that the students pass, clearly is the measurable support of their teachers, since, having a more advanced level in a second language, they become a considerable support to understand the concepts, content in communication of ideas.

3. Use of L1

It is one of the main challenges that we Spanish speaking students go through, as the CLIL recognizes that students must have extensive knowledge in a second language and be able to communicate fluently, which becomes one of the main challenges within the classroom, as it not only inhibits the student to deepen and express their ideas but also makes this has a regression within their cognitive process.

4. Lack of materials

This is one of the main concerns of teachers, since many institutions of a public or private character do not have the amount of resources and contents that allow to dynamize and especially expand, cognitively, the ability to adapt a second language in education.

5. Assessment

The evaluation has become a focus of discussion for many teachers, since, these consider that to evaluate the content of language in different schools with different methodologies, does not determine the performance capacity or particularities in the sociocognitive development required by the CLIL.

• The thermometer

• Degrees

• Natural elements

2. Content-Compatible Language

• The weather

• The kind of climes

• Types of garments to wear in different climates

• The seasons