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                    FRAMEWORK OF THE 4 C'S

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                    FRAMEWORK OF THE 4 C'S

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Content

We find the knowledge of the subject area, seeking to ensure that students not only receive information but also actively construct their own knowledge based on the topics.

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Communication

Language is the channel for thinking and expressing oneself. It seeks to interact authentically using language, beyond repeating structures. Meyer points out that assignments should encourage real communication between students.

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Culture

Intercultural awareness involves recognizing one's own culture (I) and others' cultures, and fostering attitudes of openness, tolerance, and respect. It is an equally vital component that must be integrated into all phases.

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Cognition

Where the student learns the thinking processes of analyzing, comparing, and synthesizing. Meyer proposes designing tasks that involve higher-order skills and analyzing the linguistic demands these processes impose.

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1. Rich input

Authentic, challenging, and meaningful materials that motivate and activate different learning styles. This fosters new literacies and creates quality CLIL expertise

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5. Make it H.O.T.

Design tasks that stimulate higher-order cognitive skills analysis, evaluation, creation promoting deep and developed learning for the 21st century.

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4. Adding the intercultural dimension

Conscious integration of cultural content that fosters awareness of diversity and understanding between different linguistic and cultural communities.

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6. Sustainable learning

A focus on study strategies, spiral learning, and metacognitive skills that allow learning to be reinforced and consolidated over time.

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3. Rich interaction and pushed output

Communicative tasks that promote real-life interactions, exchange of ideas, and developed language production. Both fluency and accuracy are encouraged in a variety of situations.

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2. Scaffolding learning

Structured instruction that includes visual, linguistic, and organizational supports to help students better process and understand content and language.

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2. Defining clear objectives and designing activities that develop thinking skills from simple to complex.

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4. Designing sequential activities that integrate the 4 Cs.

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3. Selecting and adapting appropriate, authentic resources, offering visual and cognitive linguistic support to facilitate understanding of progressive learning.

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5. Including formative and summative assessments aligned with the objectives, promoting active participation, collaboration, and the production of meaningful language.

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THE COMPONENTS OF CREATING AND ADAPTING DIDACTIC LEARNING MATERIALS

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THE COMPONENTS OF CREATING AND ADAPTING DIDACTIC LEARNING MATERIALS

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1. Contextualization ensuring that materials are adapted to the cultural, linguistic, and cognitive context of students.

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According to Meyer (2013), the CLIL pyramid is a model that helps design, analyze, and adapt teaching materials for teaching content through a foreign language.

At the base of the pyramid are conceptual content, then cognitive tasks are integrated, linguistic support and scaffolding are considered, and finally, authentic interaction and communication.

Each level complements and supports the previous one, promoting balanced learning between content and language, considering both the cognitive difficulty and the needs of the students.