The expansion of Content and Language Integrated Learning (CLIL) on a global scale has brought to the fore challenges of how alternative, more holistic approaches to learning might transform classrooms into language-rich transcultural environments.Integrated approaches can offer learners opportunities to engage in meaning-making and language progression through cognitively challenging and culturally-embedded sequenced activities, as reflected in the 4Cs Framework (Content, Cognition, Communication, and Culture).These emphasise classroom language as well as learners' needs to access the variety of language that helps them learn an additional language effectively-as represented in the Language Triptych.However, it is well documented that complex contextual variables make it difficult to realise CLIL's potential.Recent research by the Graz Group into how to better integrate the 4Cs' components has led to development of the Pluriliteracies Framework, in which conceptualization and communication come together and learners are encouraged to language (or articulate) their learning in their own words.This demands new ways of conceptualizing, planning, and sequencing activities that support learners in accessing new knowledge whilst developing existing and new language skills must be shared and understood by teachers.The Pluriliteracies model is evolving, and there is a clear need for further work.