1. CLIL: The 4 Cs framework
ATFP - Eines i estratègies
metodològiques per impartir anglès en
els cicles formatius d’FP
Module 2: Content and Language Integrated Learning
2. THE 4Cs FRAMEWORK
• The 4Cs framework for CLIL is due to
professor Do Coyle (University of
Aberdeen – Scotland) in 1999.
3. 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
5. THE 4Cs FRAMEWORK:
Content
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.
6. THE 4Cs FRAMEWORK:
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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.
7. THE 4Cs FRAMEWORK:
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Content
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.
8. THE 4Cs FRAMEWORK:
Communication
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.
9. THE 4Cs FRAMEWORK:
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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.
10. THE 4Cs FRAMEWORK:
Cognition
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.
11. 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.
12. THE 4Cs FRAMEWORK:
Cognition
High Order
Thinking - HOT
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?
Low Order
Thinking - LOT
Ref http://www.learningandteaching.info/learning/bloomtax.htm
13. THE 4Cs FRAMEWORK:
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Cognition
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?
14. THE 4Cs FRAMEWORK:
Culture
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.
15. 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.
16. THE 4Cs FRAMEWORK:
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Culture
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.
17. CLIL PLANNING PROCESS:
1 – Select appropriate CONTENT
2 – Define language implications
(COMMUNICATION)
3 – Select thinking skills to be developed
(COGNITION).
4 – Introduce intercultural understanding
throughout the lessons
(CULTURE).
