Authenticity of Purpose: CLIL as a way to bring meaning and motivation into EFL contexts
Title
Authenticity of Purpose: CLIL as a way to bring meaning and motivation into EFL contexts
Authenticity of Purpose: CLIL as a way to bring meaning and motivation into EFL contexts
Keywords: CLIL, Asian context, EFL
Author
Richard Pinner
Sophia University, Japan
Richard Pinner
Sophia University, Japan
Bio
Richard Pinner is a teacher and teacher trainer who has worked in London and Japan. He recently produced a chapter in an edited book on CLIL and is guest editor of the forthcoming special edition of the International CLIL Research Journal which is focusing on the Japanese context. He is currently a PhD candidate at the University of Warwick where he is focusing on authenticity and motivation.
Abstract
In this paper I will outline how Content and Language Integrated Learning (CLIL) can be used to achieve what Coyle, Hood and Marsh (2010, p. 5) refer to as “authenticity of purpose” and provide a better vehicle for authentic language exposure and production in English as a Foreign Language contexts. This increased authenticity is hypothesised to lead to an increase in engagement and motivation in the learning. The paper begins with a definition of CLIL and explains the sociocultural background of the methodology. Then, after briefly looking at the suitability of CLIL for the Asian context, I move onto a definition of motivation and authenticity whilst examining the interplay between them both in relation to content and classroom interaction. I will then address some of the criticism against CLIL and the use of authentic materials. Finally, I advocate a CLIL approach as a means of increasing exposure to authentic content, thus potentially increasing motivation to learn.
In this paper I will outline how Content and Language Integrated Learning (CLIL) can be used to achieve what Coyle, Hood and Marsh (2010, p. 5) refer to as “authenticity of purpose” and provide a better vehicle for authentic language exposure and production in English as a Foreign Language contexts. This increased authenticity is hypothesised to lead to an increase in engagement and motivation in the learning. The paper begins with a definition of CLIL and explains the sociocultural background of the methodology. Then, after briefly looking at the suitability of CLIL for the Asian context, I move onto a definition of motivation and authenticity whilst examining the interplay between them both in relation to content and classroom interaction. I will then address some of the criticism against CLIL and the use of authentic materials. Finally, I advocate a CLIL approach as a means of increasing exposure to authentic content, thus potentially increasing motivation to learn.
See page: 138-159
Category: Main Editions, Volume 15 Issue 4
