CLIL in general and CLIL in Japan Principles, types and implementations
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The document discusses Content and Language Integrated Learning (CLIL), focusing on its definitions, principles, types, and implementations specifically in Japan. It presents data from a survey of 127 participants across various educational institutions, outlining the benefits and challenges faced in CLIL practices. Additionally, the document describes the stages of innovation adoption for CLIL within Japanese education.
CLIL in general and CLIL in Japan Principles, types and implementations
- 1. CLIL in general and CLIL in Japan Principles, types and implementations Makoto Ikeda (makoto-i@sophia.ac.jp) Diversity in CLIL in plurilingual communities of practice26 January 2019
- 2. Outline of this introductory talk 1. CLIL in general: Definition, principles and types 2. CLIL in Japan: Implementations, benefits and problems 3. Where are we?: Placing CLIL in Japan in innovation stages
- 3. Definition of CLIL 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. CLIL 2 (Coyle et al., 2010: 1) 1 CLIL in general
- 4. Principles of CLIL: 4Cs & 4Ts 4 Content Cognition Culture Communica- tion Task Talk Team work Text Subject knowledge Themes/topics Language knowledge Language skills LOTS: Memorising, understanding, applying HOTS: Analysing, evaluating, creating Cooperative learning Global awareness Content & language input Cognitive activity Co-constructive learning Dialogic interaction (Adapted from Coyle et al., 2010; Stoller & Grabe, 2017) 1 CLIL in general
- 5. Types of CLIL: strong & weak 5 Content Cognition Culture Communi- cation ContentContent Communi- cation Communi- cation Cognition CognitionCulture Culture More languageMore content SOFT CLIL (language learning) HARD CLIL (content learning) THEORETICAL/IDEAL CLIL 1 CLIL in general
- 6. l Methodology Questionnaire (four closed questions about respondents and five open- ended questions about CLIL) l Respondents Participants in four J-CLIL (Japan CLIL Pedagogy Association) seminars, two CLIL workshops, etc. l Period 3 February 2018 – 22 June 2018 l Number 127 Implementations of CLIL in Japan 6 (Ikeda, forthcoming) 2 CLIL in Japan
- 7. Secondary school 39% (49) Higher institution 34% (43) Primary school 14% (18) Technical college 2% (3) Other 11% (14) Respondents’ affiliations (N=127) 7 2 CLIL in Japan
- 8. English 63% (91) Maths 11% (16) Science 6% (9) Social studies 5% (7) Other 15% (16) CLIL subjects (N=144) 8 2 CLIL in Japan
- 9. Practitioners 46% (55) Practitioners and their affiliations 34% (42) Practitioners' affiliations 14% (18) Other 6% (6) Main drivers of CLIL implementation or interest (N=121) 9 2 CLIL in Japan
- 10. Questions about expectations and benefits: Q1. What aspects of CLIL are attractive or innovative for you? Q2. What worked or went well in your CLIL experience? → 158 responses from 60 CLIL practitioners Questions about challenges and difficulties: Q3. What did not work or go well in your CLIL experience? Q4. What are the challenges or obstacles in implementing CLIL? → 129 responses from 60 CLIL practitioners Perceived benefits and challenges 10 2 CLIL in Japan
- 11. 18 30 21 10 32 33 16 6 3 6 26 4 2 23 7 45 12 14 1 CONTENT 2 COM M UNICATION 3 COGNITION 4 CULTURE 5 INTEGRATED LEARNING 6 STUDENTS 7 TEACHERS8 CLILM ETHODOLOGY 9 OTHER Distribution of comments by category (N=287) Expectations/benefits Challenges/difficulties 11 2 CLIL in Japan
- 12. 1 Content Students enjoy learning content in English. 2 Communication Students use English for real purposes, but their English is not good enough to learn content. 3 Cognition Students think deeply about content. 4 Culture Students work collaboratively and have interest in other cultures. Summary of each category 12 2 CLIL in Japan
- 13. 5 Integrated learning Students can simultaneously develop their content knowledge, language proficiency and thinking skills. However, lesson time is too short and assessment is very difficult if we try to cover multiple components. 6 Students Students are highly motivated and autonomous. 7 Teachers Teachers enjoy teaching CLIL lessons and develop professionally. On the other hand, they need to spend a lot of time on materials development and lesson preparation. 13 2 CLIL in Japan
- 14. 8 CLIL methodology The 4C’s framework is really useful and works, but content teachers do not have knowledge and interest in CLIL. 9 Other Institutional support is necessary for CLIL implementation. 14 2 CLIL in Japan
- 15. 1st stage A very small percentage of innovators decide to introduce the new idea. 2nd stage The early adopters, who have noted that the innovation produces no harmful effects, take on the innovation. 3rd stage: The majority adopt quickly, influenced mainly by the innovators. 4th stage: The laggards or late adopters finally give in. Stages in innovation 15 (White, 1988: 139-140) 3 Where are we?
- 16. (White, 1988: 139) 16 3 Where are we?
- 17. References l Coyle, D., Hood, P. & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press. l l l White, R. (1988).. The ELT curriculum: Design, innovation and management. Oxford: Blackwell. 17