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544 The International Journal of Bilingual Education and Bilingualism
elements but rather positions content in the ‘knowledge for learning’ domain
(integrating content and cognition) and language, a culture-bound phenom-
enon, as a medium for learning (integrating communication and intercultural
understanding).
The 4Cs Framework focuses on the interrelationship between content
(subject matter), communication (language), cognition (learning and thinking)
and culture (social awareness of self and ‘otherness’). It takes account
of ‘integration’ on different levels: learning (content and cognition), language
learning (communication and cultures) and intercultural experiences.
Culture(s) permeates the whole:
Culture is really an integral part of the interaction between language and
thought. Cultural patterns, customs, and ways of life are expressed in
language: culture specific world views are reflected in language . . .
language and culture interact so that worldviews among cultures differ,
and that language used to express that world view may be relative and
specific to that view. (Douglas Brown, 1980: 138)
Whilst intercultural learning and understanding potentially permeate CLIL
learning and teaching, there is currently little research which explores the role
of culture in CLIL. However, it is arguably one of the most fundamental areas
which has yet to gain prominence. In the following extract, Cummins refers to
immersion and bilingual education but for these one could substitute CLIL.
This is a challenge that educators are only beginning to address in
immersion and bilingual programs around the world but it is in these
programs that there is the most potential for truly preparing citizens
who can make highly significant contributions to their own and our
global societies. For this to happen, however, immersion educators must
explicitly locate their pedagogy and educational vision in the realm of
global education. (Cummins, 2000: 13)
In essence, the 4Cs Framework suggests that it is through progression in
knowledge, skills and understanding of the content, engagement in associated
cognitive processing, interaction in the communicative context, the develop-
ment of appropriate language knowledge and skills as well as experiencing a
deepening intercultural awareness that effective CLIL takes place. It also
suggests a much closer connection to learning and teaching research agendas
in both mother tongue and second language settings.
The 4Cs Framework is built on the following principles.
(1) Subject matter is about much more than acquiring knowledge and skills.
It is about the learner constructing his/her own knowledge and
developing skills which are relevant and appropriate (Lantolf, 2000;
Vygotsky, 1978).
(2) Acquiring subject knowledge, skills and understanding involves learning
and thinking (cognition). To enable the learner to construct an under-
standing of the subject matter, the linguistic demands of its content as the
conduit for learning must be analysed and made accessible (Met, 1998).
Towards a Connected Research Agenda for CLIL Pedagogies 551
Communication
Cognition
Content
Communication
Through Of For
The Why: How to:
The What: Content Meta-cognition &
Cognition (e.g.
thinking skills) Grammar system
New knowledge
Cultural awareness
Intercultural understanding
Pluri-culturalism
are teachers of language (Bullock, 1975) and that issues of oracy and literacy
are as crucial to learning mathematics in a foreign language as understanding
a story in the mother tongue. This opens up a new avenue for exploration by
connecting CLIL to a much wider language learning and using agenda. There
are elements of this triptych which resonate with Cummin’s model for focus
on message, language and use (Cummins, 2000).
Within the 4Cs Framework, language of, for and through learning
(communication) can be represented as follows:
Language of learning
Language of learning is based on an analysis of the language needed for
learners to access basic concepts and skills relating to the subject theme or
topic. Whilst I am not suggesting systematic grammatical understanding has
no role to play, an analysis of the language needed to scaffold content learning
will lead to a complementary approach to learning progression i.e. the use of
tenses will not be determined by grammatical difficulty but by functional need
demanded by the content. Moreover, the content itself can also scaffold
language learning for example through authentic texts or spontaneous use of
language. Both sides of the coin are integral to language of learning.
learners themselves. This research suggests that CLIL fosters fluency rather
than grammatical accuracy.
Interestingly, promoting interactivity also has repercussions for classroom
learning cultures where learnerlearner interaction and specific scaffolded
teacher support may not be in the usual repertoire or classroom routines of
either teachers or learners.
3 4
Low High
Linguistic Linguistic
Demands Demands
2 1
media not only language. Perhaps this is one of the major challenges for
CLIL. In pedagogic terms Quadrant 2 cannot be justified, whereas Quadrant 1
may support learner progression in terms of language as content or as a
linguistic focus needed for subsequent content learning.
In terms of existing literature, I would suggest that Mohan’s (1997) work is
particularly relevant to CLIL, including content-based language learning,
second language using and systemic functional linguistics (Mohan & Beckett,
2001). He explored the basis of pedagogical thinking to support contexts
where language is used as a medium of learning rather than as the object of
learning. He identifies four points which resonate with language through
learning and serve as a useful reminder for CLIL:
. Language is a matter of meaning as well as of form.
. Discourse does not just express meaning. Discourse creates meaning.
. Language development continues throughout our lives, particularly our
educational lives.
. As we acquire new areas of knowledge, we acquire new areas of language
and meaning. (Mohan & van Naerssen, 1997: 2)
Moreover, the discourse referred to above is closely linked to the notion of
dialogic teaching (Alexander, 2005), which suggests that talk is the most
pervasive and powerful learning tool.
Talk vitally mediates the cognitive and cultural spaces between . . .
teacher and learner, between society and the individual . . . language
not only manifests thinking but also structures it, and speech shapes the
higher mental processes necessary for so much learning. (Alexander,
2005: 2)
556 The International Journal of Bilingual Education and Bilingualism
This also raises the issue of the role of teacher questioning (and learner
response) in CLIL settings. Language through learning is central to the notion
that teacherlearner questions are a means of engaging learners cognitively
and generating new language use. This will not happen if there is a
predominance of display or closed questions posed by the teacher or if
questions are simply used to inform the teacher whether or not the learners
have understood.
The case I am making for the 4Cs conceptual framework is built on an
approach to language learning and language using which could lead to greater
transparency and a more holistic interpretation of effective learning in CLIL
classrooms. Adopting a triptych approach (language of, for and through
learning) demands systematic and rigorous analysis of the role language plays
in CLIL processes. Considering sociocultural learning theories alongside
intercultural theories begins to address a wider interpretation of learning in
CLIL contexts. Early studies (Coyle, 2006) suggest that the 4Cs Framework
may be a useful development tool in the field of emerging CLIL pedagogies.
The Framework suggests that research in CLIL must be multifaceted, as I
explore in the next section.
others who signpost relevant practice already in the field for critique. This
research agenda is rooted in classroom practice. Lave and Wenger (1991)
promote co-construction of theories through locating learning in communities
of practice. Building communities of practice involves cooperation, collabora-
tion and partnerships for learning. They involve content and language
teachers working together, subject and language trainers sharing ideas and
supporting classroom enquiry with networks of CLIL teachers and their
learners, working on joint curricular links. There is a shared belief that for
CLIL theories to guide practitioners, they must be ‘owned’ by the community,
developed through classroom exploration and understood in situ theories of
practice developed for practice through practice. Holmes et al. (2002) describe
communities of practice as a form of communal constructivism:
an approach to learning in which students [teachers] not only construct
their own knowledge (i.e. constructivism) as a result of interacting in
their environment (social constructivism) but are also actively engaged
in the process of constructing knowledge for their learning community
(communal). (Holmes et al., 2001: 1)
Communities of practice suggest a widening of CLIL teaching, learning and
research repertoires which reflect the diversity of CLIL across Europe. Yet for
many teachers the role of teacherresearcher and a collegiate network for
professional discourse remains out of reach. For many teachers communal
constructivism is an unknown, an abstract which resides exclusively in the
research domain. The question remains as to how to make changes which will
encourage a more inclusive approach to CLIL research.
This responds to Alexander’s plea (2005) for transparent pedagogic
repertoires, as a prescriptive model for CLIL which spans such a wide variety
of contexts in Europe and beyond is neither desirable nor achievable. What the
Canadian and European investigations have taught us is that different kinds of
bilingual education are not an ‘all-or-nothing’ phenomenon or a reduplication
of unilingualism but instead a cline of proficiency in more than one language
towards a ‘more-or-less phenomenon’ (Baetens Beardsmore, 2007). There is
after all no single model or blueprint. Also, it must not be overlooked that
CLIL already has a growing research base. Whilst in some countries e.g.
Austria and Germany, early research data tended to focus on the linguistic
competence in CLIL, nonetheless other research themes have now emerged:
content subject competence, intercultural competence, content subject
methodologies and evaluation (Wolff, 2008). These wider research themes
resonate with the different aspects of CLIL which are represented in the 4Cs
Framework.
In this paper I have explored integrating language and content from
different perspectives. I have adopted a holistic perspective on integrating
content and language learning by focussing on a conceptual framework for
CLIL which has been developed through case study research (Coyle, 1994) and
is continually being revised and recycled by practitioners for practitioners in
communities of practice (Coyle, 2006). It has not been possible to explore all
558 The International Journal of Bilingual Education and Bilingualism
issues connected with integrating content and language so, for example,
mother tongue and target language use, codeswitching and language choice
have not featured in this writing, but have an important role to play. It has also
been outside the scope of this paper to address the impact of different CLIL
models or the dominance of English over other languages in CLIL.
I will conclude then that for the CLIL research agenda to work alongside
developing practice, it will be multifaceted in both design and purpose as well
as in a range of foci. I have suggested that in order to maximise the potential of
CLIL, the research agenda needs to ‘connect’ and ‘be connected’. The
following recommendations are open to discussion but if they trigger debate
and critique then the aim of this paper will have been fulfilled.
Any future research agendas for CLIL should embrace a holistic approach,
will contribute to mapping the terrain and respond to rapid societal change
and thereby ‘connect’ and ‘be connected’ within arrange of research commu-
nities by:
(1) unifying a range of research opportunities: scientific research and
classroom enquiry, top-down and bottom-up approaches, qualitative
and quantitative;
(2) uniting a much wider field of research than is associated with language
learning per se, including learning theories, language learning theories,
intercultural and social processes and provides a lens through which
integrated learning can be interpreted;
(3) adapting a more inclusive approach to research which engages teachers
and learners, trainee teachers and trainers and other stakeholders such
as parents in co-exploring CLIL;
(4) drawing on existing research in related fields such as immersion,
bilingual education, LEP and EAL, second languages in plurilingual
settings, special educational needs, subject teaching, cross-curricular
initiatives, technology-enhanced learning;
(5) considering new emergent theories and explores them in context e.g.
Cummin’s (2005) work with transformative pedagogy;
(6) involving more practitioner researchers in articulating theories of
practice through learning communities;
(7) asserting itself as a field of research in its own right by building up a
CLIL research base, which takes account of relevant and related research
findings, applies these critically and appropriately to CLIL contexts and
goes beyond the current boundaries so that new research questions
evolve and existing ones are addressed.
Acknowledgements
I would like to thank Associació de Proessors i Professores d’Anglès de
Catalunya (APAC) for their encouragement to use the text of the Monograph
as a springboard for further thinking and ideas contained in this paper.
Towards a Connected Research Agenda for CLIL Pedagogies 559
Correspondence
Any correspondence should be directed to Do Coyle, Visual LearningLab,
School of Education, University of Nottingham, Triumph Road, Nottingham
NG8 1BB, UK (do.coyle@nottingham.ac.uk).
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