THE FOUR C's MODELS OF CLIL

The practice and theory of CLIL

The 4 C’s model – Do Coyle

The lighter version

• CLIL is complex and context-sensitive.
• There are general parameters for CLIL.
• These are: Cognition, Culture, Content, and Communication.
• Any particular CLIL model or methodology needs to consider the relative value/importance of the parameters above.
• Language as a learning tool operates in three ways: OF – FOR – THROUGH

The 4Cs Framework

Coyle (1999) developed the 4Cs Framework. This Framework
differs from the standards-based world languages education strategy
Standards for Foreign Language Learning in the 21st Century (1999)
published by ACTFL (American Council on the Teaching of Foreign
Languages), which focuses on the language curriculum. Although
some interesting links can be made (e.g. communication, cultures and
connections), there is a difference in emphasis since the starting point
is language education. The 4Cs framework for CLIL starts with content
(such as subject matter, themes, cross-curricular approaches) and
focuses on the interrelationship between content (subject matter), communication
(language), cognition (thinking) and culture (awareness of
self and ‘otherness’) to build on the synergies of integrating learning
(content and cognition) and language learning (communication and
cultures). It unites learning theories, language learning theories and
intercultural understanding:

1. Subject matter is not only about acquiring knowledge and skills,
it is about the learner constructing his/her own knowledge and
developing skills;
2. Acquiring subject knowledge, skills and understanding is related
to learning and thinking (cognition). To enable the learner to construct
an understanding of the subject matter, the linguistic demands
of its content must be analyzed and made accessible;
3. Thinking processes (cognition) need to be analyzed for their linguistic
demands;
4. Language needs to be learned in context, learning through the language,
reconstructing the subject themes and their related cognitive
processes e.g. language intake/output;
5. Interaction in the learning context is fundamental to learning.
This has implications when the learning context operates through
L2;
6. The relationship between cultures and languages is complex.
Intercultural awareness and learning is fundamental to CLIL.

The 4Cs Framework holds that it is through progression in knowledge,
skills and understanding of the subject matter, engagement in associated
cognitive processing, interaction in a communicative context,
developing appropriate language knowledge and skills as well as
acquiring a deepening intercultural awareness through the positioning
of self and ‘otherness’, that effective CLIL takes place whatever the
model. From this perspective, CLIL involves learning to use language
appropriately whilst using language to learn effectively. The 4Cs
Framework is a tool for mapping out CLIL activities and for maximizing
potential in any model, at any level and any age.

The language triptych

LESSON FRAMEWORK

A CLIL lesson is based on material directly related to a content-based subject, it includes

exploration of language and is delivered by a teacher versed in CLIL methodology.

Both content and language are explored in a CLIL lesson by teaching techniques for exploiting

reading or listening texts and structures for supporting spoken or written language.

A CLIL lesson looks at content and language in equal measure, and often follows a four-stage

framework.

Processing the text

The best texts are those accompanied by illustrations so that learners can visualise what they

are reading. When working in a foreign language, learners need structural markers in texts to

help them find their way through the content. These markers may be linguistic (headings,

sub-headings) and/or diagrammatic. Once a 'core knowledge' has been identified, the

organisation of the text can be analysed.

Identification and organisation of knowledge

Texts are often represented diagrammatically. These structures are used to help learners

categorise the ideas and information in a text. Diagram types include tree diagrams for

classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as

instructions and historical information, tabular diagrams describing people and places, and

combinations of these. The structure of the text is used to facilitate learning and the creation

of activities which focus on both language development and core content knowledge.

Language identification

Learners are expected to be able to reproduce the core of the text in their own words. Since

learners will need to use both simple and more complex language, there is no grading of

language involved, but it is a good idea for the teacher to highlight useful language in the text

and to categorise it according to function. Learners may need the language of comparison and

contrast, location or describing a process, but may also need certain discourse markers,

adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases

may also be given attention as well as subject-specific and academic vocabulary.

Tasks for students

A variety of tasks should be provided, taking into account the learning purpose and learner

styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. A menu

of listening activities might be:

 Listen and label a diagram/picture/map/graph/chart

 Listen and fill in a table

 Listen and make notes on specific information (dates, figures, times)

 Listen and reorder information

 Listen and identify location/speakers/places

 Listen and label the stages of a process/instructions/sequences of a text

 Listen and fill in the gaps in a text

Tasks designed for production need to be subject-orientated, so that both content and

language are recycled. Since content is to be focused on, more language support than usual in

a language lesson may be required.

Typical speaking activities include:

 Question loops - questions and answers, terms and definitions, halves of sentences

 Information gap activities with a question sheet to support

 Trivia search - 'things you know' and 'things you want to know'

 Word guessing games

 Class surveys using questionnaires

 20 Questions - provide language support frame for questions

 Students present information from a visual using a language support handout.

Three examples of CLIL activities are presented in the following pages. The first, covering a

science topic, is intended for young learners (primary school), while the others, covering

science and history respectively, are intended for secondary school.

See also the following links for further information:

http://www.cremit.it/public/documenti/seminar.pdf  (teacher education and CLIL methods and tools)

http://isabelperez.com/ (methodology, classroom materials and links)

http://www.onlinecollegecourses.com/2010/09/26/50-best-blogs-for-linguistics-students/ (a guide containing interesting links for teachers of ESL)

www.ihes.com/bcn/tt/eltconf/10/4cs-hunt.pps (an interesting and illustrative power point about CLIL)

www.onestopclil.com  (to download secondary school materials and free samples).