Transforming theory into practice through the 4 Cs.

From my point of view, one of the most important thing we should achieve as teacher is to put theory into practice in CLIL subjects. Connecting theoretical ideas with practice requires time and preparation, but the result will be better than a simple transmission of those ideas. (Coyle, Hood, Marsh, 2010) One of the CLIL principles we have to get is an appropriate integration of content and language learning, this is a complex process in which a constant cycle is generated between content and a right language to learn for this content.

 

In order to be effective CLIL lessons, we have to develop a unit planning taking into account the 4 Cs Framework. These are:

 

CONTENT: “Progression in new knowledge, skills and understanding.” (Coyle, Hood, Marsh, 2010, 53)

Contents are the curricular subjects taught in CLIL. It is useful to think in content as skills, understanding and knowledge, rather than a simply acquisition of this last one. It is important that we analyse content before lessons to teach content in an understandable way depending on its language demands. (Bentley, 2010; Coyle, Hood, Marsh, 2010)

 

COMMUNICATION: “Interaction, progression in language using and learning.” (Coyle, Hood, Marsh, 2010, 54)

Language is the key for communication and for learning, we can say that in CLIL lessons children learn to use language and use language to learn. Students have to produce and receive subject language in two forms, oral and written. Language is used in a different way of traditional language lessons, in CLIL subject communication exists and goes beyond the grammar although its importance is not forgotten, in this sense, we can differentiate between language learning and language using.

 

In order to achieve a meaningful interaction among students in the classroom, we have to encourage learners to participate, and in this way to increase STT (student talking time) and reduce TTT (teacher talking time). Thereby, we should promote peer and group feedback and self-evaluation. (Bentley, 2010; Coyle, Hood, Marsh, 2010)

“By using the language for learning content, communication becomes meaningful because language is a tool for communication, not an end in itself” (Pérez-Vidal, 2009)

 

COGNITION: “Engagement in higher-order thinking and understanding, problem solving, and accepting challenges and reflecting on them.” (Coyle, Hood, Marsh, 2010, 54)

CLIL promotes cognitive or thinking skills which challenge learners “to create new knowledge and develop new skills through reflection and engagement in higher-order as well as lower-order thinking” (Coyle, Hood, Marsh, 2010, 54). Students construct their own understandings rather than the teacher transmits all knowledge. Some of these skills I am talking about are reasoning, creative thinking and evaluating. In this case, as I said before, also we have to teach students the necessary language to express their thoughts in thinking processes. (Bentley, 2010; Coyle, Hood, Marsh, 2010)

 

CULTURE: “`Self´ and `other´ awareness, identity, citizenship, and progression towards pluricultural understanding.” (Coyle, Hood, Marsh, 2010, 54)

Understanding ourselves and other cultures is an important role of CLIL. Culture adds values to CLIL context as tolerance and understanding, it is essential due to our pluricultural and plurilingual world. The use of materials and intercultural linking may contribute to an understanding of similarities and differences between cultures but it need to be taught through meaningful connections. CLIL offers us the opportunity to show many different cultural contexts. We can encourage learners to have positive attitudes in this sense and to be aware of the responsibilities of global and local citizenship. (Bentley, 2010; Coyle, Hood, Marsh, 2010)

Although the 4 Cs can be summarized individually, they are not separate elements. Connecting all the 4 Cs in an integrated way is essential to planning. (Coyle, Hood, Marsh, 2010) It is a previous guide which will help us to transform theory into practice given that the 4Cs implies an active participation of the child. Besides, it allows us to think what we want that our students achieve since the beginning. Henceforth, we are able to plan the practical activities to develop in the classroom.

 REFERENCES:

BENTLEY, K. (2010). The TKT Course CLIL Module. United Kingdom: Cambridge.

COYLE, D., HOOD, P. & MARSH, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.

 PÉREZ VIDAL, C. (2009). The Integration of Content and Language in the Classroom: A European Approach to Education (the second time round), in Dafouz, E. and Guerrini, M. (eds) CLIL Across Educational Levels. Madrid: Richmond.