The main features of CLIL and the importance of including them in the teaching repertoire.

CLIL is an umbrella term that embraces any type of programme where an additional language is used to teach non-linguistic content matter and the essence of CLIL is in integration. In addition, the main objective is to promote both content and language mastery to predefined levels.

CLIL methodology has 6 core features and it is very important that teachers include them in the teaching repertoire. One of these features is multiple focus, supporting language and content learning in classes and organizing learning through cross-curricular themes and projects. Another one, is safe and enriching learning environment, involves guiding access to authentic learning materials and building student confidence to experiment with language and content and using classroom learning centres.

Authenticity, as a core feature of CLIL, involves using current material from the media and other sources (coins, dices, on-line games, etc.) and making a regular connection between learning and the students' lives (e.g. personalizing the tasks). While, active learning, as another core feature, involves students communicating more than the teacher and teachers acting as facilitators. In addition this feature involves favouring peer co-operative work (pair work, group work, whole class).

Finally, the two last core features are scaffolding and co-operation. The former involves fostering creative and critical thinking and building on a student's existing knowledge, skills, attitudes, interests and experience. While the latter involves planning courses, lessons or themes in co-operation with CLIL and non-CLIL teachers (e.g. through a Comenius project).

All these core features need to be taken into account during the planning and delivery of CLIL lessons. It is precisely the integration of these features in the teaching repertoire, which presents a challenge to teachers and a success instruction in a foreign language.

To conclude, I believe that after some time working with a CLIL approach teachers become more creative and self-confident. They are able to design units, to create, adapt and share their own material with their colleagues and thus, develop their professional competence and prepare their students to use the 21^st Century skills.