Dari 4c Ke 6c Prof Suzanne Choo 290922

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From 4Cs to 6Cs: What Should Teachers Know and Prepare
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for Successful Language Learning in the 21st Century
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Associate Professor Suzanne Choo
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National Institute of Education, Nanyang Technological University, Singapore
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INSPIRING LEARNING
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TRANSFORMING TEACHING
ADVANCING RESEARCH
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Contents
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I. The Importance of Character and Citizenship
Dispositions among 21st Century Competencies
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II. Developing Character by Infusing Ethics in Language
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Teaching
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Contents
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Teaching
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“While there are a lot of similarities in kind between the previous era of globalization and the
one we are now in, what is new today is the degree and intensity with which the world is
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being tied together into a single globalized marketplace and village” (Friedman, 2000).
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Source: Friedman, T. (2000). The Lexus and the olive tree. New York: Anchor Books.
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We are living in an age of hyper-globalization where national borders have become porous
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and have little effect on cross-border flows of trade, capital, knowledge people (Rodrik, 2018).
Source: Rodrik, D. (2012). The globalization paradox: Democracy and the future of the world economy. New York: Norton.
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Slides developed by Suzanne Choo

The global pandemic illustrated how globally interconnected our world
is such that a virus can spread worldwide in a matter of a few months.
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Source: https://covid19.who.int
Global Citizenship Education has become all the more urgent in our age of hyper-
globalization. It “aims to empower learners to assume active roles to face and resolve global
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challenges and to become proactive contributors to a more peaceful, tolerant, inclusive and
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secure world” UNESCO (n.d.).
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Importance of
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Global Education
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Partnership The push to develop future-ready citizens has led
for 21st to the popularity of 21st century competencies
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Century (21CC) frameworks
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Skills
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World Economic Forum’s 21st century Skills
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Source: http://www.battelleforkids.org/networks/p21
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OECD’s Definition
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and Selection
of Competencies
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Source: https://www.weforum.org/agenda/2016/03/21st-
Source: http://www.oecd.org/education/skills-beyond- century-skills-future-jobs-students/
school/definitionandselectionofcompetenciesdeseco.htm Slides created by Suzanne Choo
Phase 1 of the 21CC Movement: The 4Cs
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Period: late 1990s to 2000s
Transnational organizations e.g. OECD
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promoted 21CC frameworks worldwide.
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What was common was
the emphasis on 4Cs:
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 Critical Thinking
 Creative Thinking
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 Communication
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 Collaboration
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Source: https://www.moe.gov.sg/education-in-sg/21st-century-
competencies
Slides created by Suzanne Choo
Problem: Most justifications of 21CC were based on the logic of Human Capital Theory
where education was seen as an investment in men and the value of an individual was based
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on his/her economically productivity.
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Spring, J. (2015). Economization of education: Human capital, global corporations, skills-based schooling. New York: Routledge.
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Example: OECD’s Competencies
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21st century skills and
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competencies are those
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“young people will be
required to have in order to
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be effective workers and
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citizens in the knowledge EO
society of the 21st century”
(OECD, 2009, p. 8)
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Source: http://www.oecd.org/education/skills-
beyond-school/definitionandselectionof
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competenciesdeseco.htm

Phase 2 of the 21CC Movement: From 4Cs to 6Cs
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OECD’s Transformative Competencies Period: 2010s to the present
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Creating new value, Reconciling tensions and dilemmas, Recognition of the importance of 2 more
Taking responsibility
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competencies: Character and Citizenship
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UNESCO’s Transversal Competencies
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Source: https://unesdoc.unesco.org/ark:/48223/pf0000368479
Source: https://www.oecd.org/education/2030-project/
Character and Citizenship Dispositions as the End Goal of Education
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Aristotle: “Every art and every inquiry, and similarly
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every action and pursuit, is thought to aim at some
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good… and therefore we call final without qualification
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that which is always desirable in itself and never for the
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sake of something else. Now such a thing, above all
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Eudaimonia (Nichomachean Ethics, §I.1-1.7).
else, is ___________”
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What is Aristotle saying?
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1. Everything thing we do is aimed at an ideal end (“good”).
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2. Other things are means to this end.
3. This end is Eudaimonia, human flourishing.
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4. Aristotle further adds that two aspects are crucial for flourishing – intellectual and
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moral virtues

Human Capability Approach as an Alternative Model of 21CC Education
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Human Capital Theory The Human Capabilities
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Human Capability Approach
• The goal of education is to • The goal of education is to Approach, conceptualized
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create a skilled workforce promote eudaimonia or mainly by Amartya Sen, is
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to enhance a nation’s human flourishing. premised on the argument
productivity. that a country’s success
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• Attention to ultimate ends should not be measured in
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• Attention to means (opportunity, freedom, terms of economic growth
(competencies and skills to agency) that enable people
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as indicated by GDP but in
thrive and compete). to pursue what they value. the way it supports human
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well-being and flourishing.
• Education as a journey that
• Education as an economic
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It has drawn attention to
investment and individuals affirms the well-being of
the humanistic aspects of
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are instruments for a the individual enabling

education (values and
nation’s success. him/her to live fully and to
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character education)
help others flourish.
The Priority of Character and Citizenship Dispositions Among 21CC
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Not all 6Cs are equal!
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Among the 6Cs, Character and Citizenship
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CITIZENSHIP dispositions are of greater priority.
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COMMUNI-
THINKING The 4Cs, grounded on Character virtues,
QCOLLABO-
THINKING
CREATIVE
CRITICAL
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lead to the development of the ideal
RATION
CATION
citizen of society and the world.
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Character virtues are foundational and
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CHARACTER provide the justification for why we
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learn the 4Cs in the first place.

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Implications for Language Teaching
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Shift away from a skills- towards a character-centric curriculum where language
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centred curriculum skills are integrated with values and ethics
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Example from Singapore’s English Language Syllabus Secondary
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Grammar
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Reading
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Writing
Listening
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Speaking
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Viewing EO
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Source:
https://www.moe.gov.
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sg/primary/curriculum
/syllabus
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Contents
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Teaching
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To Read is to…
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Develop Relationships
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Cultivate Empathy
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Embark on an Adventure
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Strenghten Discernment
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Literary texts are a bridge to Character Development
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Excerpts from The Paper Boat by Thao Lam
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Literary texts provide an
immersive experience
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allowing the reader to
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step into the world of
another and feel with
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others.
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EO
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Why does the Literature allows students to step into the
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author use shoes of another. This is important in
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ants and paper
cultivating empathy.
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boat to
describe the
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refugee
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experience?
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To convey the
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sense of fear,
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and EO
vulnerability
that refugees
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experience
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Excerpts from The Paper Boat by Thao Lam

A Framework to Ethical Reading
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III. The Galaxy: Inter-
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textual connections
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The literary text opens the
II. The launch: Meta- space for intertextual
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textual level analysis connections to ethical
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The literary text is a issues and concerns in the
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launchpad to ethics. world.
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I. Before take-off (Foundational): Textual level response

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The literary text is the starting point to thinking about ethical questions.
First Stage
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The literary text prepares students to respond personally, intuitively and affectively.
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• Activate personal response - What is the story about? What is striking about it? How does
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the story make you feel? What do you notice? How do you relate to the story?
• Activate prior knowledge
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What do you know about this topic? What is your understanding of this culture, race, class,
gender or other group depicted in the story?
©Suzanne Choo
Second Stage
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II. The launch: Meta-
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textual level analysis
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The literary text is a launchpad
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to ethics:
1. Ethical Borders
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2. Ethical Critique
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3. Ethical Dilemmas
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©Suzanne Choo
Excerpts from The Wall in the Middle of
1. Ethical Borders
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the Book By Jon Agee
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Aim: Sensitize students to how space is defined in the
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text and its symbolic implications (particularly in relation
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to inequality and injustice).
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Ask:
• How is difference across groups established?
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• Where are the borders and how to they separate
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‘us’ vs ‘them’?
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• What effect do these borders have?
• Who has the power to name these walls?
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Character disposition - Empathy
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Students learn to empathize with those who are

excluded, marginalized or discriminated against
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Excerpts from The Wall in the Middle of the Book By Jon Agee
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This side of the book is safe
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from the other side of the book.
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Excerpts from The Wall in the Middle of the Book By Jon Agee
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What questions can
we ask to get
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children to connect
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to real-world events?
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• What walls have been
built in your
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community?
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• Why were they built?
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• Who built those walls
and why?
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• What impressions have
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been formed about

people on the other
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side?
Plot
2. Ethical Critique
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Character
Setting
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Explicit Narration
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Meaning Style
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Values
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Implicit Motivations
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EO Bias
Meaning Assumptions
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Influences
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Adapted from Hall, E. (1977). Beyond culture. New York: Anchor Books;. Slides by ©Suzanne Choo
Aim: To sensitize students to unconscious bias and assumptions in the text.
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Ask: How is a particular race, class, gender group depicted? Is this fair or representative?
Character disposition - Discernment: Students learn to critically question bias, assumptions
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and underlying values in texts.
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For example, what do you notice about depictions of the “ugly” duckling in most books?
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Excerpts from The ugly duckling by Frank Loesser
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There once was an ugly duckling,
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With feathers all stubby and brown,
And the other birds,
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In so many words said,
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EO
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Excerpts from Not quite Narwhal by Jessie Sima
3. Ethical Dilemmas
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Aim: To sensitize students to ethical
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choices and values implicit in the text.
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Ask:
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• What is the ethical dilemma or conflict?
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• What choices are made and what values
does the text promote?
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• Why is this value significant to a
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particular culture? EO
Character Disposition – Perspective-taking:
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Students learn to dialogue with others and

examine issues through multiple
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perspectives.
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Excerpts from Not quite Narwhal by Jessie Sima The story sets up difference between two
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groups and posits a dilemma – remaining
with one’s kind or being with a group that’s
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different.
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Most literary texts contain an ethical
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dilemma.
• Involves choosing between two or more
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options.
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• Each option has undesirable consequences.
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• Each option should be equally conflicting
and therefore open for debate
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• The point is to identify the philosophical
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values forms the basis for one’s choice.

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Third Stage
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II. The launch: Meta- III. The Galaxy: Inter-
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textual level analysis textual connections
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space for intertextual
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to ethics:
1. Ethical Borders connections to ethical
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2. Ethical Critique issues and concerns about
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3. Ethical Dilemmas justice in the world.
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Q
EO
AM

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Aim: To have students
Intertextual Connections
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consider underlying ethical
issues and sociohistorical
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Excerpts from The Amazing Sarong by Quek Hong Shin
contexts in the text.
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Ask:
• Where and when is this
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taking place?
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• What culture is this
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depicting?
• What do we know about
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this culture?
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• How is the text inviting us EO
to empathize and judge?
Character Dispositions –
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Socio-global awareness:
Sensitize students to other
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cultures and practices

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Intertextual connections
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• Conduct research on the
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history of the sarong –
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when was it invented?
Who wears them? What
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are their different uses
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and styles?
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• How has this style evolved
across time and why?
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• What are the particular
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cultural practices and EO
taboos in this culture?
What are the dominant
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belief systems and

values?
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A Framework to Ethical Reading
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II. The launch: Meta- III. The Galaxy: Inter-
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textual level analysis textual connections
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space for intertextual
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to ethics:
1. Ethical Borders connections to ethical
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2. Ethical Critique issues and concerns about
EP
3. Ethical Dilemmas justice in the world.
IT
Q
EO
AM

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• In this age of hyper-globalization, the world is becoming more connected but also pulled
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apart by wars, extremism, intolerance, xenophobia.
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• It is important to equip students with 21st century competencies. The 4Cs (Critical
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thinking, Creative Thinking, Communication, Collaboration) must ultimately lead to the
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development of Character and Citizenship dispositions – empathy, hospitality, concern
for justice.
in
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• Language teachers must go beyond the teaching of language skills and strive to infuse
ethics in the teaching of language:
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1. Use stories as a launchpad to discussing social and global issues.
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2. Equip students to analyze ethics and to discuss ethical issues in texts.
3. Provide opportunities for students to work on inquiry projects where they can
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research about other cultures and global issues as well as work with others to find
solutions to real world problems.
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Language is a bridge between different worlds, between self and others for
“the essence of language is friendship and hospitality”
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– Emmanuel Levinas (1969)

Further Reading:
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My website:
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suzannechoo.com
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Dari 4c Ke 6c Prof Suzanne Choo 290922

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Dari 4c Ke 6c Prof Suzanne Choo 290922

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ge

Slides developed by Suzanne Choo

Slides developed by Suzanne Choo

Slides created by Suzanne Choo

Slides created by Suzanne Choo

are instruments for a the individual enabling

learn the 4Cs in the first place.

Slides created by Suzanne Choo

Slides created by Suzanne Choo

Slides created by Suzanne Choo

Excerpts from The Paper Boat by Thao Lam

I. Before take-off (Foundational): Textual level response

Students learn to empathize with those who are

Slides created by Suzanne Choo

been formed about

Slides created by Suzanne Choo

Students learn to dialogue with others and

Excerpts from Not quite Narwhal by Jessie Sima

values forms the basis for one’s choice.

Slides created by Suzanne Choo

• Activate prior knowledge

gender or other group depicted in the story?

cultures and practices

belief systems and

Slides created by Suzanne Choo

• Activate prior knowledge

gender or other group depicted in the story?

Slides created by Suzanne Choo

– Emmanuel Levinas (1969)

Slides created by Suzanne Choo

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