four csframework

CLIL: The 4 Cs framework

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Module 2: Content and Language Integrated LearningModule 2: Content and Language Integrated Learning

• The 4Cs framework for CLIL is due to professor Do Coyle (University of Aberdeen – Scotland) in 1999.

THE 4Cs FRAMEWORK

Professor Do Coyle developed the 4Cs framework as a tool for teachers when planning a CLIL unit. She stated that there are 4 guiding principles upon which a CLIL programme should be built:

Content Communication Cognition Culture

THE 4Cs FRAMEWORK

Culture

CLIL

Ref: Coyle, Hood, Marsh (2010). CLIL. Cambridge University Press.

Communication

Content Cognition

THE 4Cs FRAMEWORK

Content refers to the subject matter taught and learned in English: Set of skills, knowledge and attitudes students need to learn in order to be able to develop a professional competence.

THE 4Cs FRAMEWORK: Content

1st step: Content selection to be delivered in the target language (TL):

Appropriate to the resultat d’aprenentatge expected (reading or oral)

According to the job profile Extension activities? Practical or experimental activities? etc.


Planning

implications

Content in the TL can be delivered in different forms:

Some tasks in the TL One session per week in the TL One term in the TL A whole unitat formativa etc.


Planning

implications

This C refers to using language in authentic interactive settings in order to develop communicative skills (Coyle, Hood, Marsh, 2010).

Leaners use the language to communicate and learn content. They learn how to use the language at the same time.

THE 4Cs FRAMEWORK: Communication

2nd step: Language implications related to both content and activities completion.

What language do students need to work with the content?

What kind of language functions will they use (discussion, justification, description…)?

etc.

THE 4Cs FRAMEWORK: Communication

Planning

implications

For content learning to be effective learning, students must be cognitively engaged and challenged (Coyle, Hood, Marsh, 2010).

Leaners as future professionals have to develop cognitive skills and work cooperatively for problem solving.

THE 4Cs FRAMEWORK: Cognition

Benjamin Bloom (1956) developed what has been called Bloom’s taxonomy of Learning Domains.

He organised the cognitive domain (mental skills) in 6 levels of difficulty. Lorin Anderson (2000) revisited the taxonomy and made some changes.


Can learners create new products?

Can learners justify a position?

Can learners break the information into parts and see relationships?

Can learners use the information in another situation?

Can learners explain?

Can learners remember?

Ref http://www.learningandteaching.info/learning/bloomtax.htm

Low Order Thinking - LOT

High Order Thinking - HOT


3rd step: Cognitive processes selection to be developed through engaging activities.

Which tasks will I develop to encourage higher order thinking?

Which thinking skills are appropriate for the future job profile of students?

What are the language implications?


Planning

implications

As Vigotsky said, language, thinking and culture are constructed through interaction. Social interaction is key to deep learning.

Developing self and others awareness is key in CLIL settings. It will move students to intercultural understanding and global citizenship.

THE 4Cs FRAMEWORK: Culture

Culture is not ‘added’ at the end of the planning process but a ‘thread’ throughout the topic.

It can give students the opportunity to related to cultural facts needed to work in contact with other cultures.


4th step: Select opportunities in lessons to develop intercultural understanding related to professional development.

Think of meaningful working-situations where students should be aware of others such as team work, citizenship, etc.


Planning

implications

1 – Select appropriate CONTENT2 – Define language implications

(COMMUNICATION)

3 – Select thinking skills to be developed (COGNITION).

4 – Introduce intercultural understanding throughout the lessons

(CULTURE).

CLIL PLANNING PROCESS:

four csframework

Education