2. CLIL is dual– focussed encompassing both subject or thematic and language develop-ment although, depending on the context and variables within, there may be a predominance of one over the other but never to exclusion. However, it is the interpretation of the integration of content and language in CLIL which has major implications for and impact on the development of CLIL pedagogies . Do Coyle CLIL is:

3. Do Coyle

4. Content vs. language content language

5. CLIL models are by no means uniform. They are elaborated at a local level to respond to local conditions and desires. Indeed the characteristics of CLIL developments in Europe show a great variety of solutions... It is the combination of the choices in respect to the variables that produce a particular CLIL. Coonan (2003, 27) CLIL is flexible

9. The 4Cs conceptual framework for CLIL Coyle (1999, 2005)

12. Coyle 2005 The 3As lesson planning tool

14. Low order High order

17. Support: SCAFFOLDING

20. Writing frames

22. CUMMINS’ MATRIX High cognitive demands Low cognitive demands High linguistic demands Low linguistic demands 1 2 4 3 x x x x x x x x x x

23. Vygotsky (1932) Bruner (1960) cultural mediation thought & language interrelation ZPD scaffolding modes of reasoning Krashen (1983) acquisition / learning hypothesis affective filter hypothesis van Lier (1999) prolepsis teacher's active role (different realities) culture's core position in 4Cs language through learning ( A pply) (3As) scaffolding use of Bloom's taxonomy fostering communicative situations in the classroom creating appropriate ethos language through learning ( A pply) (3As) CLIL flexibility CLIL PEDAGOGY CLIL practices CLIL practices CLIL practices CLIL practices