理想中的CLIL學程可以從教材設計或活動任務設計中看出端倪，因此教材和活動任務也是很重要的證據之一。一個好的CLIL學程對於是由老師引導(teacher-directed)或學生為中心(student-centred)並沒有任何一定要遵循的要求。提供鷹架式地支持(scaffolding)是CLIL很重要的一環，特別是學習者的語言尚末全面發展前。
Westhoff (2004) 和De Graaff,Jan Koopman,Anikina and Westhoff (2007) 認為可以利用連結主義(connectionism)作為檢視CLIL的教材和活動任務的原則。如果某個CLIL的學程，使用符合連結主義幫助學習的活動，例如：網路探究(WebQuest，亦作Internet Quest)(Coyle,Hood & Marsh, 2010c) ，此學程就能使學習者受益。
以連結主義作為分析教材或活動的框架是能夠有結構式地去探索課程教材和活動。
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