Four Cs Framework & CLIL Pyramid: Enhancing Content and Language Integrated Learning
The 4Cs Framework in Content and Language Integrated Learning (CLIL)
Content
Successful learning involves acquiring knowledge, skills, and understanding through thematic or content-based learning. The subject or project theme forms the core of the learning process.
Communication
Language plays a crucial role in communication and learning. The principle of “learning language to use language, and using language to learn” applies here. Communication extends beyond grammar and involves using language in a different way compared to language learning lessons.
Cognition
Effective CLIL challenges learners to think critically, reflect, and engage in higher-order thinking skills. CLIL isn’t about simply transferring knowledge from an expert to a novice. It allows students to construct their own understanding and face intellectual challenges. Bloom’s Taxonomy provides a useful guide for categorizing thinking skills, including both lower-order and higher-order skills.
Culture
Embracing our pluricultural and plurilingual world requires tolerance and understanding. Studying through a foreign language is essential for fostering international understanding. Recognizing and appreciating “otherness” is crucial for self-discovery. Culture has a broad interpretation, including pluricultural citizenship and its implications.
The CLIL Pyramid
The CLIL Pyramid visually represents the idea that quality CLIL, based on the 4Cs Framework, requires consideration of all four Cs in lesson planning and material construction.
Planning a CLIL unit starts with content selection. The specific needs of the content subject are at the heart of every CLIL lesson and the starting point for material construction.
Providing multimodal input and distributing it evenly across the new CLIL unit produces highly differentiated materials, accommodating different learning styles and activating various language skills. Multimodal input also facilitates the development of new literacies.
The nature of the selected input (texts, charts, maps, video clips, etc.) determines how much and what kind of input-scaffolding is needed. It also indicates which subject-specific study skills need to be practiced with students so they can successfully cope with that input.
Tasks need to be designed to trigger both higher-order thinking skills and lead to authentic communication/interaction in different interactive formats (solo work, pair work, group work, etc.).
The nature of the desired output (poster, interview, presentation, map, etc.) determines how much and what kind of output-scaffolding is necessary.
CLIL Core Features
- Supporting language learning in content classes.
- Supporting content learning in language classes.
- Integrating several subjects.
Safe and Enriching Learning Environment
- Using routine activities and discourse.
- Increasing student language awareness.
Authenticity
- Maximizing the accommodation of student interests (e.g., in the selection of topics and tasks).
- Making a regular connection between learning and the students’ lives (e.g., personalizing tasks).
Active Learning
- Students communicating more than the teacher.
- Teachers acting as facilitators.
Cooperation
- Planning courses/lessons/themes in cooperation with CLIL and non-CLIL teachers.
- Involving parents in learning about CLIL and how to support students.
Scaffolding
- Building on students’ existing knowledge, skills, and attitudes.
- Fostering creative and critical thinking.