Content matter is not only about acquiring knowledge and skills, it is about the learner creating their own knowledge.
Content is related to learning and thinking processes (cognition).

The language learned needs to be related to the learning context, to learning through that language. It needs to be transparent and accessible.
Interaction in the language context is fundamental to learning.

The content-based curriculum removes the arbitrary distinction between language and content.
It reflects the interest and needs of the learner by taking into consideration the eventual uses the learner will make of the second or foreign language

It holds sustained content as necessary for providing authentic, meaningful substance for students to acquire language.
It views comprehensible input as necessary but not sufficient for the development of high-level academic language proficiency.

The relationship between languages and cultures is complex. Intercultural awareness is fundamental to CLIL.
CLIL is embedded in the wider educatioal context in which it is developed and therefore must take account of contextual variables (such as the overall goals of the curriculum) in order to be effectively realized

Content is taught in L2.

Content learning is priority.

Language learning is secondary.

Content objectives determined by course goals or curriculum.

Teacher must select language objectives.

Student evaluated on content mastery.

Content is used to learn L2.

Language learning is priority.

Language objectives determined by L2 course goals or curriculum.

Students evaluated on content to be integrated.

Multiple perspectives for study, e.g. modules in history where authentic texts are used in different languages.

Preparing for future studies, e.g. modules that focus on ICT which incorporate international lexis.

Skills for working life, e.g. courses that deal with academic study skills equipping learners for further study.

Accessing subject-specific knowledge in another language.

Improving overall target language competence, e.g. through extended quality exposure to the CLIL language.

Developing oral communication skills, e.g. through offering a wider range of authentic communication routes.

Deepening awareness of both first languages and CLIL languages, e.g. schools that offer 50% of the curriculum in other languages.

Developing self-confidence as a language learner and communicator, e.g. practical and authentic language scenarios such as vocational settings.

Students support each other in collaborative modes of learning.

Learners are active interpreters of input and are tolerant of drawbacks in learning.

Learners themselves may be sources of content and joint participants in the selection of topics and activities.

Learners acquire language together with content through the noticing and awareness-raising activities the teacher makes use of.

Varying the format of classroom instruction.

Defining the background knowledge and language skills required for student success.

Developing and maintaining high levels of student steem.

Learners become familiar with the language features associated with different genres.

Learners need to have an active participation with a goal toward learner autonomy.

Learners need to know the content-obligatory language. This is the vocabulary, grammatical structures and functional language for specific subjects.

Learners produce, listen to and read a wide range of language

Teachers should have sufficient linguistic competence to be able to pass on academic content in a second language as well as in-depth knowledge of their own subject.

Teachers are expected to modify the language they use in teaching content through a second language.

Teachers should ensure that students have understood the material presented.

Teachers should guide the learning of content and the learning of the second language