GPD EarlyBird How CLIL are you?

• Engels
• HBO
• Studiejaar 4

Programme

1. activating prior knowledge

2. focus points

3. checklist

please, join in and share your ideas

Programme

1.  theory revisited

2. how clil are you?

3. how clil can you be?

1. theory revisited

CLIL is complex and context-sensitive.

There are general parameters for CLIL.

These are: Cognition, Culture, Content, Communication.

Any particular CLIL model or methodology needs to consider the relative value/importance of the parameters above.

Language as a learning tool operates in three ways: OF – FOR – THROUGH

Working towards a cohesive conceptual tool, and influenced by the

early work of Mohan and his Knowledge Framework (1986), Coyle

(1999) developed the 4Cs Framework (Figure 1). This Framework

differs from the standards-based world languages education strategy

Standards for Foreign Language Learning in the 21st Century (1999)

published by ACTFL (American Council on the Teaching of Foreign

Languages), which focuses on the language curriculum. Although

some interesting links can be made (e.g. communication, cultures and

connections), there is a difference in emphasis since the starting point

is language education. The 4Cs framework for CLIL starts with content

(such as subject matter, themes, cross-curricular approaches) and

focuses on the interrelationship between content (subject matter), communication

(language), cognition (thinking) and culture (awareness of

self and ‘otherness’) to build on the synergies of integrating learning

(content and cognition) and language learning (communication and

cultures). It unites learning theories, language learning theories and

intercultural understanding:

1. Subject matter is not only about acquiring knowledge and skills,

it is about the learner constructing his/her own knowledge and

developing skills (Lantolf, 2000; Vygotsky, 1978);

2. Acquiring subject knowledge, skills and understanding is related

to learning and thinking (cognition). To enable the learner to construct

an understanding of the subject matter, the linguistic demands

of its content must be analysed and made accessible (Met, 1998);

3. Thinking processes (cognition) need to be analysed for their linguistic

demands (Bloom, 1984; McGuiness, 1999);

4. Language needs to be learned in context, learning through the language,

reconstructing the subject themes and their related cognitive

processes e.g. language intake/output (Krashen, 1985; Swain, 2000);

5. Interaction in the learning context is fundamental to learning.

This has implications when the learning context operates through

L2 (Pica, 1991; van Lier, 1996);

6. The relationship between cultures and languages is complex.

Intercultural awareness and learning is fundamental to CLIL

(Byram, Nicols, and Stevens, 2001).

The 4Cs Framework holds that it is through progression in knowledge,

skills and understanding of the subject matter, engagement in associated

cognitive processing, interaction in a communicative context,

developing appropriate language knowledge and skills as well as

acquiring a deepening intercultural awareness through the positioning

of self and ‘otherness’, that effective CLIL takes place whatever the

model. From this perspective, CLIL involves learning to use language

appropriately whilst using language to learn effectively. The 4Cs

Framework is a tool for mapping out CLIL activities and for maximising

potential in any model, at any level and any age.

Coyle (1999) developed the 4Cs Framework for CLIL

It starts with content (such as subject matter, themes, cross-curricular approaches) and focuses on the interrelationship between 

content (subject matter), 

cognition (thinking)

communication (language),

culture (awareness of self and ‘otherness’) to build on the synergies of integrating learning (content and cognition) and language learning (communication and

cultures). 

It unites learning theories, language learning theories and intercultural understanding:

Focus on Language I

Language needs to be learned in context, learning through the language, reconstructing the subject themes and their related cognitive processes e.g. language intake/output (Krashen, 1985; Swain, 2000)

Focus on Language II

Interaction in the learning context is fundamental to learning.

This has implications when the learning context operates through L2 (Pica, 1991; van Lier, 1996);

Good language learning
What do you think it involves?

2. How CLIL are you?

Let's find out!

Activating
listening*

Activating
speaking*

Guiding understanding
listening*

Guiding understanding
speaking*

Focus on language
listening*

Focus on language
speaking*

3. How CLIL can you be?

I can be more CLIL in ...
(listening*)

stimulating pupils to listen to each other

clearly formulating the goal of the lesson

paying explicit attention to key concepts and keywords

explaining my way of thinking

using more TPR (total physical response)

I can be more CLIL in ...
(speaking*)

letting pupils work in pairs

handing out lists with relevant keywords

asking for further explanations or examples

using different kinds of questions

checking if the pupils have understood

Your opinion about this workshop

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