Some important aspects of the CLIL methodology

CLIL concept

Do Coyle, Philip Hood and David Marsh make a complete definition of this methodology: 

"Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time." 

CLIL framework   

The 4Cs, developed by Coyle (1999) is a teaching guide to build an appropriate CLIL project. Each`C´ corresponds to Content, Communication, Cognition and Culture. 

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. 

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