4 "Cs" in CLIL

Example and reference
‘Relevance of CLIL to the European Commission’s Language Learning Objectives’ by Do Coyle in CLIL/EMILE the European Dimension (2002).
Définition
  • The first principle places successful content or subject learning and the acquisition of knowledge, skills and understanding inherent to that discipline at very heart of the learning process… the symbiotic relationship between language and subject understanding demands a focus on how subjects are taught whilst working with and through another language rather than in another language. This shift has brought with it a need to redefine methodologies to take account of language use by both teachers and learners which encourages real engagement and interactivity
  • The second principle defines language as a conduit for both communication and learning. From this perspective, language is learned through using it in authentic and unrehearsed yet ‘scaffolded’ situations to complement the more structured approaches common in foreign language lessons…. CLIL serves to reinforce the notion that language is a tool which to have meaning and sense needs to be activated in contexts which are motivating for and meaningful to our learners
  • The third principle is that CLIL should cognitively challenge learners –whatever their ability. It provides a setting rich for developing thinking skills in conjunction with both basic and interpersonal communication skills (BICS) and cognitive-academic language proficiency (CALP).
  • The fourth principle embraces pluriculturality… Studying a subject through the language of a different culture paves the way for understanding and tolerating different perspectives…. This element is fundamental to fostering European understanding and making citizenship a reality.