1. Teaching strategies
1.1. Teacher
1.1.1. Facilitator
1.1.2. Full-time pedagogue
1.1.3. Planner
1.1.4. Material designer
1.1.5. Not necesary to be language teacher
1.1.6. Reduce anxiety
1.2. Approaches
1.2.1. Traditional methodes
1.2.1.1. Grammar translation
1.2.1.2. Audiolingual
1.2.1.3. TPR
1.2.1.4. Community language learning
1.2.1.5. Suggestopidia
1.2.1.6. Natural approach
1.2.2. Language approaches SOFT CLIL: Teach english trhough content
1.2.2.1. CLT
1.2.2.2. TBLT
1.2.2.3. PBL
1.2.2.4. English for specific purpose
1.2.2.4.1. EAP
1.2.2.4.2. EOP
1.2.2.5. Cognitive academic language
1.2.2.6. CBI
1.2.2.7. EMI
1.2.2.8. SIOP
1.2.2.8.1. Preparation
1.2.2.8.2. Building Background
1.2.2.8.3. Comprenhensible Input
1.2.2.8.4. Strategies
1.2.2.8.5. Interaction
1.2.2.8.6. Practice/ application
1.2.2.8.7. Lesson delivery
1.2.2.8.8. Review
1.2.2.8.9. Assessment
2. Challenges of the implementation
2.1. Budget
2.2. Time Table
2.3. Qualified teachers
2.4. Resources
2.5. Opposition to language teaching by subject teachers
2.6. Experimental CLIL programs
2.7. SLA skills needed by subject content teachers
2.8. lack of CLIL teacher training programs
2.9. Collaboration
3. Grounds
3.1. Emerging during mid-1990s
3.1.1. EU citizen, multilingual students
3.2. Dual-focused educational approach
3.3. Curricular system
3.3.1. HARD CLIL
3.3.1.1. Total/partial inmmersion
3.4. Socio-cultural
3.5. Constructivism
3.6. Pedagogical approach
3.7. Approch in an evolving stage
4. Content
4.1. Content-compatible language
4.1.1. Subject requirement
4.1.2. Daily language usage
4.2. Strong subject content (discplinary content)
4.2.1. Geography
4.2.2. Environmental
4.2.3. Science
4.3. Content-obligatory language (particular studying topics)
4.3.1. Words
4.3.2. Structures
4.3.3. Functions
5. Culture
5.1. Building intercultural knowledge
5.2. Introducing wider cultural context
5.3. Culture features
5.3.1. Learned
5.3.2. Transmited intergenrationally
5.3.3. Symbolic
5.3.4. Dynamic
5.3.5. Ethnocentric
6. Cognition
6.1. Understanding process and meaning
6.1.1. The level of thinking a student must do in the class
6.2. Socially constructed
6.2.1. Social constructivism
6.2.1.1. Zone of proximal development
6.2.1.1.1. What a learner CAN DO
6.2.1.1.2. What a learner CAN'T DO
6.3. The cognitive process dimension
6.3.1. Concreate thinking skills
6.3.1.1. LOTS
6.3.1.1.1. Applying
6.3.1.1.2. Understanding
6.3.1.1.3. Remembering
6.3.2. Abstract thinking skills
6.3.2.1. HOTS
6.3.2.1.1. Creating
6.3.2.1.2. Evaluating
6.3.2.1.3. Analyzing
6.4. Scaffolding
6.4.1. The step by stept of the cognitive process
6.5. The knowledge dimension
6.5.1. Metacognitive
6.5.2. Procedural
6.5.3. Conceptual
6.5.4. Factual
6.6. Developing cutural communication skills
7. Communication
7.1. Language ... learning
7.1.1. FOR
7.1.1.1. Linguistic sytem (HOW)
7.1.1.1.1. Operative languge
7.1.2. OF
7.1.2.1. Derive from content (WHAT)
7.1.2.1.1. A way to access to the content
7.1.3. THROUGH
7.1.3.1. Cognition(WHY)
7.1.3.1.1. emerging in the practice
7.2. Language & skills
7.2.1. BICS
7.2.1.1. Standard language and skills thaught frequently in languages classes
7.2.1.1.1. 1 to 3 years to proficiency
7.2.2. CALPS
7.2.2.1. Language necessary to study curriculum subjects
7.2.2.1.1. 5 to 7 years to proficiency