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4Cs-Framework

Content:  Content  matter  is  not  only  about  acquiring  knowledge  and

skills,  it  is  about  the  learners  creating  their  own  knowledge  and

understanding and developing skills (personalized learning)
Cognition:  Content  is  related  to  learning  and  thinking  (cognition).  To

enable the learners to create their own interpretation of content, it must be

analysed for its linguistic demands; thinking processes (cognition) need to

be analysed in terms of their linguistic demands;

Communication:  Language  needs  to  be  learned  which  is  related  to  the

learning  context,  learning  through  that  language,  reconstructing  the

content  and  its  related  cognitive  processes.  This  language  needs  to  be

transparent  and  accessible;  interaction  in  the  learning  context  is

fundamental to learning. This has implications when the learning context

operates through the medium of a foreign language;

Culture:  The  relationship  between  cultures  and  languages  is  complex.

Intercultural awareness is fundamental to CLIL. Its rightful place is at the

core of CLIL. (Coyle 2006: 9f.)

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Quality Principle No. 1: Rich Input

Subject learning through a foreign language works best when new topics are presented in such a way that students' affective filters remain open and when students can link new insights with prior knowledge, experiences, and attitudes.

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Quality Principle No. 2: Scaffolding Learning

Scaffold-Based Learning To ensure that students successfully handle authentic materials and are able to receive as much input as possible, it is essential that students receive extensive support.

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Quality Principle No. 3: Rich Interaction and Pushed Output

Long’s Interaction Hypothesis proposes that language acquisition is strongly

facilitated  by  the  use  of  the  target  language  in  interaction.  Long  suggests  that

feedback  obtained  during  conversational  interaction  promotes  interlanguage

development  because  interaction  “connects  input,  internal  learner  capacities, particularly  selective  attention,  and  output  in  productive  ways”

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Quality Principle No. 4: Adding the (Inter-)cultural Dimension

If we want to prepare our  students  to  succeed  in  a  globalized world, enable them  to  work  in  teams  across  national  and  cultural  boarders,  intercultural communicative  competence  (Camerer  2007)  needs  to  be  the  ultimate educational goal  and  at  the heart  of  our teaching.

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What are the components of creating and adapting didactic learning materials?

Content/curriculum.

Course design/Learning environment.

Students/learning.

Teaching/content delivery.

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Quality Principle No. 5: Make it H.O.T.

Effective teaching means creating environments in which students are engaged, challenged, and saturated with various types of authentic, meaningful, and challenging input tasks.

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Quality Principle No. 6: Sustainable Learning

In CLIL, sustainable teaching and learning is of great importance as teachers have to facilitate both the learning of specific content and the learning/acquisition of a foreign language. On top of that, they have to find ways to make sure that students can talk about the respective topics in both their L1 and L2.

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The  CLIL-Pyramid  was  designed  to  visually represent the  idea  that  quality

CLIL based on the tenets of the 4Cs-Framework can only be achieved when all

of the four Cs are considered in lesson planning and materials construction. The

four Cs are the cornerstones of the base area of the CLIL-Pyramid which comes

into existence when one tries to find the point where lines originating from each corners meet .