In current debates on education, calls for “global leadership” often lack clear operationalization. This presentation situates Content and Language Integrated Learning (CLIL) as a pedagogical framework that can concretely foster global competence (OECD, 2018; UNESCO, 2015) and intercultural communicative competence (ICC) (Byram, 1997; Deardorff, 2006). By integrating content mastery with language development, CLIL provides not only access to subject knowledge but also a structured pathway to cultivate critical thinking, collaboration, and intercultural awareness. Drawing on Coyle’s 4Cs framework—Content, Cognition, Communication, and Culture (Coyle, Hood & Marsh, 2010) and the CLIL Pyramid (Meyer, 2010), this session presents a design-informed model for aligning CLIL task design with measurable outcomes in global competence. We examine how project-based and task-based learning, when enhanced by ICT tools, can be scaffolded to promote reflection, collaboration, and intercultural dialogue. Three task archetypes—a science inquiry, a social studies deliberation, and a literature–arts interpretive activity—will be unpacked to illustrate how the 4Cs can be operationalized with explicit performance indicators. Participants will explore analytic rubrics and reflective prompts that capture learners’ progress not only in linguistic proficiency but also in intercultural stance and collaborative problem-solving.

Authors:
Maria Alejandra Mareco, Wilburn Elementary School, United States
Triana Rei Kraitz, Martin Millennium Academy, United States

About the Presenter(s)
Maria Alejandra Mareco is a Spanish teacher at Wilburn Elementary School. Studying the Master in Bilingual Education. Passionate about sociolinguistics and bilingual education. Researcher Currently working on developing innovative teaching materials.

Connect on Linkedin
https://www.linkedin.com/in/maria-alejandra-mareco-b2b50b5a/

See this presentation on the full schedule – Saturday Schedule

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