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EXPLANATION OF THE 4C FRAMEWORK

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CONTENT:

Progression in new knowledge, skill, skills and understanding.

COMMUNICATION: Progression in intervention in the use and learning of the language.

COGNITION: Commitment to high-level thinking and understanding of problems, accepting challenges and reflecting on them.

CULTURE: Awareness of self and other, identity, citizenship and process towards multicultural understanding.

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CONTENT: At the heart of the learning process is the successful learning of the content or subject matter and the related acquisition of new knowledge, skills and understanding.

Did you know?

It is good to think of content in terms of the knowledge, skills and understanding that we want our students to access rather than just the acquisition of knowledge.

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COMMUNICATION: Language is a conduit for communication and for learning which can be described as learning to use language and using language to learn.

Did you know?

Communication goes beyond the grammatical system, but at the same time it does not reject the essential role of grammar and lexicon in language learning.

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COGNITION: For CLIL/CLIL to be effective, it must challenge students to create new knowledge and develop new skills through reflection and engagement in higher and lower order thinking.

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CULTURE: Culture is not a postscript. It is the thread that is woven through any topic or theme.

Did you know?

If students understand the concept of otherness - it is very possible that this will lead them to a deeper understanding of themselves.

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Why CLIL?

CLIL is a tool for the  promotion of foreign and minoty languges because language adquisition is most effective when one learns a language.

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CONCERN OF CLIL

The major concern is education and not multilingualism therefore, multilingualism is the added value.

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CLIL PRINCIPLES

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How can we teach though CLIL?

We have to pay attention to the 4cs

Content

Comunication

Cognition

Culture

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CONTENT

Progression in  knowledge, skills and understanding related to specif elements of a defined  curriculum that is to say. A pupil has to learn the same content with CLIL or  with L1

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COMMUNICATION:

Using languge to learn-whilst learning to use language .

Therefore we should improve overall target languge competence the 4 skill.

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COGNITION

Developing thinking skills which link concept formation . Understanding and language

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What CLIL ?

CLIL  refers to situations where subject are taught thought  a foreign language with dual focused aim:  The learning of content and the simulated learning of a foreign language.

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SOME ESSENCIAL ELEMENTS IN CLIL

Create a psychologically and physically safe environment consistently use one language (1 long-1 person-1 room)

In the beginning it is a acceptable for students to use L1 (Silent period)

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ESSENCIAL ELEMENTS

Speak slowly and articulate clearly use an appropriate level of language (communicative  approach)

4 language skills

Use mine gestures visual aids…to reinforece meaning  repetition is required

Make it relevant for student connect with their lives, culture.

Provide a variety of language  models and resources

Create a wealth of opportunities to use the language.

Comunication is of primary importance fluency vs accuracy.

Give important to L2 use it out side the classroom

Set high, but realistic expectations.

Find way to recognizing students effort and sucess

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The CLIL pyramid is based on the 4C framework and was developed as an integrative planning tool for material writers and injury planners.

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The CLIL pyramid is based on the 4C framework and was developed as an integrative planning tool for material writers and injury planners.

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2 QUALITY PRINCIPLES N°1

SLA students have demonstrated that meaningful and challenging input is one of the main pillars of foreign language acquisition.

Learning materials through a foreign language works best when new topics are presented in such a way that students' affective filters remain wide open and when students can link new input with previous knowledge, experiences, and attitudes.

Converting information from one mode of representation (a text) to another (map, chart, graph, and from a mode of representation in L1 to an L2 promotes language and content learning and also takes the individual into account.

3. QUALITY PRINCIPLE N°2: SCAFFOLDING LEARNING

-Students need to receive extensive support

-They need help to deal with all types of linguistic input

-CLIL teachers depend on authentic materials

-Students must lose their fear of unknown words and structures

-Questions and tasks should be designed in such a way that students can understand. Easily

4. QUALITY PRINCIPLE N°3 RICH INTERACTION AND DRIVEN RESULTS

It is necessary to encourage students to make use of the resources they need to make the most of their linguistic skills.

5.QUALITY PRINCIPLES N°4 ADD THE CULTURAL DIMENSION.

Students not only have to learn to talk about key topics in lingua franca. They also need to become aware of hidden cultural codes and the appropriate linguistic and non-linguistic means and strategies to approach us and must be taught how to maintain the flow of communication without learning as a couple.

6 QUALITY PRINCIPLE N° 5 HOT- HOT

Effective teaching means creating environments in which students are engaged, challenged, and saturated with diverse types.

7 QUALITY PRINCIPLE N°6 SUSTAINABLE LEARNING

-Ensure that what we teach in class is taught in a way that new knowledge can be deeply embedded in the long-term memory of our students.

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-Reduces the cognitive and linguistic load of the content/scaffold input. Which means that the learner helps students understand the content and language of any given material.

-Allows students to perform a given task through appropriate activities and structuring support.

-Scaffolding also supports language production

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The principles of ACT are:

-Declarative knowledge is decoded from observation

-The rules of production are and can be acq

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Working with maps, diagrams or images should be practiced continually and become an integral part of every CLIL lesson.

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In CLIL, sustainable teaching and learning are of great importance as teachers have to facilitate both the learning of specific content and the acquisition of a foreign language.

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THE PIRAMID:

Needs

1 Select contents

2.Content materials

3 Center of each lesson

4 Nature of selected inputs

5 Tasks should be designed to activate thinking skills.