Author(s): Edita BEKTESHI
English as a lingua franca, is considered to be as a leading language throughout the world. As such inclusive language that is needed for the 21st century’s societal global connection, more people are learning it for the purpose of communication. This communicative learning includes learning of communicative competencies, which can be accomplished with the combination of the ‘Four Cs’: (a) collaboration, (b) critical thinking, (c) communication and (d) creativity in the learning process. These have been chosen because they are considered to be as a ‘mainstream’ that surely reflect the current practice of the 21st century language pedagogy not only in Portuguese context observed by a non-Portuguese researcher. As such, this study discusses the impact of the ‘Four Cs’ in English language classes at higher education at the University of Porto, Department of Anglo-American Studies, Porto, Portugal, conducted in a period of five months, September-January 2016. It included classroom observations (for teachers, and students’ activities) and researcher’s teaching classes. The observations and the researcher’s teaching participation show that the students and the teachers are eager to collaborate, to think critically, express their creativity and communicate, i.e. to grasp new teaching/learning activities and techniques from the others, respect their own (and their friends’) ideas, and then adapt their learning based on the teachers’, i.e. group’s demands.
The Journal of International Social Research received 8982 citations as per Google Scholar report
