1. Insights from CLIL Research
1.1. Success in language and content learning
1.1.1. Improved language skills
1.1.2. Enhanced content understanding
1.2. Need for better resources
1.2.1. Limited methodological resources
1.2.2. Call for comprehensive guidance
2. 4Cs Framework
2.1. Content
2.1.1. Knowledge creation
2.1.2. Skills development
2.1.3. Personalized learning
2.2. Cognition
2.2.1. Linguistic demands of higher-order thinking skills
2.2.2. Analysing cognitive processes
2.3. Communication
2.3.1. Contextualized language learning
2.3.2. Interaction fosters learning
2.4. Culture
2.4.1. Intercultural awareness is fundamental to CLIL.
2.4.2. Global competence
3. Challenges and Considerations
3.1. Lack of academic discourse
3.1.1. Limited writing skills
3.1.2. Inadequate academic vocabulary
3.2. Balancing teaching methods
3.2.1. Teacher-led vs student-centered
3.2.2. Dynamic classroom strategies
3.3. Integration of translanguaging
3.3.1. Use of L1 strategically
3.3.2. Focus on lexical chunks
4. CLIL-Pyramid as a Planning Tool
4.1. Content selection
4.1.1. Align with learning goals
4.1.2. Identify relevant topics
4.2. Multimodal input
4.2.1. Cater to multiple intelligences
4.2.2. Integrate diverse materials
4.3. Scaffolding design
4.3.1. Input scaffolding
4.3.2. Output scaffolding
4.4. Task development
4.4.1. Interactive formats
4.4.2. Higher-order thinking tasks
4.5. Output review
4.5.1. Assess content understanding
4.5.2. Language proficiency evaluation
5. Strategies for Quality CLIL
5.1. Rich Input
5.1.1. Multi-Modal Input
5.1.1.1. Address diverse learning styles and multiple intelligences
5.1.2. Authentic
5.1.2.1. Verbalize complex high order thinking processes
5.1.3. Meaningful
5.1.3.1. Connect with students daily lives and interests
5.1.4. Challenging
5.1.4.1. Provide stimulating and engaging tasks
5.1.5. Teacher's role
5.1.5.1. Balance between teacher-directed and learner-directed activities
5.1.6. Self-directed Learning
5.1.6.1. Opportunities for autonomous preparation and review.
5.2. Scaffolding learning
5.2.1. Key features
5.2.1.1. Cognitive Support
5.2.1.2. Supportive Techniques
5.2.1.3. Visual Aids
5.2.1.4. Interactive support
5.2.2. Key benefits
5.2.2.1. Facilitates understanding
5.2.2.2. Promotes confidence
5.2.2.3. Encourages active learning
5.2.3. Purposes
5.2.3.1. Scaffolding helps students understand the content and language of material
5.2.3.2. Give appropriate and supportive structuring
5.2.3.3. Supports language production
5.3. Rich Interaction and Pushed Output
5.3.1. Tasks-Based Language Teaching (TBLT)
5.3.1.1. Focuses on authentic communication in the classroom
5.3.2. Symbolic Relationship: CLIL and TBLT
5.3.2.1. Authentic content creates motivating tasks
5.4. Intercultural Dimension
5.4.1. Intercultural communicative competence
5.4.1.1. Preparing students to work in international teams
5.4.1.2. Developing appropriate linguistic and non-linguistic strategies
5.5. Higher Order Thinking (HOT)
5.5.1. CLIL Core Elements
5.5.1.1. Input
5.5.1.1.1. Authentic, meaningful and challenging
5.5.1.2. Tasks
5.5.1.2.1. Higher order thinking
5.5.1.2.2. Student interaction
5.5.1.2.3. Authentic communication
5.5.1.2.4. Subject specific study skills
5.5.1.3. Output
5.5.1.3.1. Cross-cultural communication
5.5.1.3.2. Fluency, accuracy, complexity
5.5.1.3.3. BICS --> CALP
5.5.2. Emphasis on complex cognitive skills
5.6. Sustainable Learning
5.6.1. CLIL importance
5.6.1.1. Sustainable teaching and learning is of great importance since teachers have to facilitate both the learning of the specific content and the learning/acquisition of a foreign language
5.6.2. Teacher's actions
5.6.2.1. Create connections with students’ attitudes, experience and knowledge
5.6.2.2. Make the learning process transparent and provide clear structuring
5.6.2.3. Make sure that results of group work are shared with all students of the class
5.6.2.4. Promote autonomous learning and introduce (digital) portfolio work
5.6.2.5. Adopt a translanguaging approach to multilingualism by making strategic use of the L1 to support the learning process
5.6.2.6. Embrace a lexical approach to teaching and move away from isolated words and word lists and focus on collocations and chunks instead
5.6.2.7. Promote spiral learning and put great emphasis on learning and study skills