1. Language Importance

1.1. Language Triptych

the Language triptych by Coyle is summarized as follows (2010, p. 37-38):

Language of learning is the language needed for learners to access basic concepts and skills related to the subject theme or topic of the CLIL lesson. Simply, it is the vocabulary of the content. Teachers may use a bit higher level of difficulty in language if the learner is supported by using specific phrases rather than learning grammar paradigms. Such language moves towards functional levels of difficulty demanded by the content.

Language for learning is the language learners, and teachers need to operate in a foreign language environment. By scaffolding, teachers give the learners strategies to be able to use the language effectively. This is why planning is necessary; teachers need to plan how to develop learners' skills such as pair work, group work, thinking, memorising so that the tasks can be carried out effectively.

 Language through learning is based on the principle that effective learning cannot occur without the active involvement of language and thinking. When learners are encountered to articulate their understanding, then a deeper level of learning takes place. In CLIL settings, the learners create new meanings, and this requires a new language. This kind of language cannot be preceded in advance, and it is the language needed by individual learners during the process of learning. Like children use (although imperfect) language from early childhood, we, too, cannot wait until a learner can speak a foreign language fluently, using perfect grammar and rich vocabulary.