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Explanation of the 4C Framework (Content, Cognition, Communication, and Culture)

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Explanation of the 4C Framework (Content, Cognition, Communication, and Culture)

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The 4C framework in Content and Language Integrated Learning (CLIL) consists of four fundamental components:

1. Content: This refers not only to the acquisition of knowledge and skills but also to the construction of knowledge and understanding by students, promoting personalized learning.

2. Cognition: This aspect implies that content is connected to learning and thinking. It is essential to analyze the language demands of the content and the thinking processes in terms of their linguistic requirements.

3. Communication: Language must be learned in a learning context, where students interact and reconstruct content. Effective communication is fundamental, especially in a foreign language context.

4. Culture: Intercultural awareness is essential in CLIL, as the relationships between cultures and languages are complex. This element must be at the core of the CLIL approach.

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 Summary of the Six Quality Principles Proposed in the Document

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 Summary of the Six Quality Principles Proposed in the Document

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Rich Input: Materials should be meaningful, challenging, and authentic, which encourages the acquisition of a foreign language.

Scaffolding: It is essential to provide support to students so they can handle authentic materials and reduce cognitive and linguistic load.

Rich Interaction and Output-Driven Tasks: Interaction in the target language facilitates language acquisition, and task design is crucial to promote authentic communication.

(Inter)cultural Dimension: Students should learn about other cultures and develop intercultural communicative competence to succeed in a globalized world.

Higher Order Thinking (H.O.T.): Emphasis should be placed on the development of critical and academic thinking skills, as these are key to success in the information age.

Sustainable Learning: It is important for acquired knowledge to become active knowledge that students can apply in different contexts.

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Components of the Creation and Adaptation of CLIL Learning Materials

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Components of the Creation and Adaptation of CLIL Learning Materials

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The creation and adaptation of learning materials in the CLIL context involve several key components:

1. Content Selection: The selection of content should focus on the specific needs of the subject and serve as the starting point for developing materials.

2. Multimodal Input: It is essential to provide multimodal input that is evenly distributed throughout the CLIL unit, allowing for different learning styles to be addressed.

3. Task Design: Tasks should be designed to activate both higher-order thinking skills and promote authentic communication.

4. Scaffolding: The nature of the desired output determines the type and amount of support needed for students to successfully complete the tasks.

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Presentation and Explanation of the CLIL Pyramid

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Presentation and Explanation of the CLIL Pyramid

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The CLIL Pyramid is a visual tool that represents the idea that the quality of CLIL learning is achieved by considering the four elements of the 4C framework when planning lessons and creating materials. The base of the pyramid consists of these four elements, and its design aims to help educators plan learning units systematically.

1. Structure of the Pyramid: The pyramid is divided into levels that include topic selection, choice of media, task design, and the review of key content and language elements.

2. Purpose of the Pyramid: Its goal is to facilitate the creation of materials that integrate content, communication, cognition, and culture, promoting meaningful and sustainable learning.

3. Use in Practice: The Pyramid has been successfully used in teacher training courses, helping educators develop innovative materials and plan lessons that address students’ needs in a CLIL context.