- To explore, question and update our CLIL teaching practice. - To analyse the 4Cs of CLIL: the keys to challenge and motivate. - To suggest ways of reaching all learners through multiple intelligences. - To dwell on the 5th C: Collaborative teaching and learning in CLIL. - To make learning visible: learning objectives, outcomes and criteria. - To think about CLIL in a globalised world: toolbox of skills for the 21st century.

- CLIL: teaching practice under scrutiny. How are you CLIL? How CLIL are you? - CLIL and cognition: Do Coyle's 4Cs model; Vygotsky & Bloom's taxonomy - LOTS (lower-order thinking skills) and HOTS (higher-order thinking skills). - Catering to the needs of a mixed-ability class: Howard Gardner's multiple intelligences. - Collaboration as the stuff of learning in CLIL contexts. - Making learning visible in class: strategies & tips. - A practical CLIL toolbox: learning in the 21st century.

Cognition is what needs to happen in class for it to be worthwhile at all. If no knowledge is produced and constructed collaboratively, what¿s the point in designing learning experiences for our students? But Cognition is inextricably linked to Content and Communication. This is the reason why Do Coyle¿s comprehensive 4 Cs framework is so helpful: cognition is of/about something (Content) and then students need to learn to share their ¿academic¿ or intellectual findings with someone (Communication). In other words, knowing any content is tantamount to being able to write and to talk about it in the L2 (or L1/L3). On the other hand, teachers need to be aware that students are diverse, because human intelligence is multifaceted and dynamic. We learn in as many different ways as we experience the world: kinaesthetically, visually, aurally, through movement, etc. Classes are always mixed-ability classes because learners are all different. At any rate, John Hattie claims that one of the biggest effects on learning is making it visible in a number of ways -- using project work, fostering students¿ participation in setting criteria and learning objectives, encouraging students to participate in co- and self-evaluation, etc.) Hattie is sensitive to knowledge and learning progression, and he thinks that it is better to optimize class time by making explicit for students what the expected learning outcomes are, as well as the moments when learning is happening. Learners should be aware that they are learning, for the whole process to make sense and be fruitful. In this course we will deal with these and other related issues, which are extremely important in bilingual education.