CLIL to what degree: a trial in English medium education at a Japanese university – Is it CLIL or not?
Title
CLIL to what degree: a trial in English medium education at a Japanese university – Is it CLIL or not?
CLIL to what degree: a trial in English medium education at a Japanese university – Is it CLIL or not?
Keywords: No Keywords
Author
Bethany Iyobe and Jia Li
University of Niigata Prefecture
Bio
Bethany Iyobe has an MSc in TESOL from Aston University in the UK. She has been working at the University of Niigata Prefecture since 2009 and is an assistant professor in the Faculty of International Studies and Regional Development. Her research interests include materials development and English medium education in Japan.
Bethany Iyobe and Jia Li
University of Niigata Prefecture
Bio
Bethany Iyobe has an MSc in TESOL from Aston University in the UK. She has been working at the University of Niigata Prefecture since 2009 and is an assistant professor in the Faculty of International Studies and Regional Development. Her research interests include materials development and English medium education in Japan.
Jia Li holds a PhD degree from Nagoya University in Japan in international development. She is currently working as an assistant professor in the Faculty of International Studies and Regional Development at the University of Niigata Prefecture in Japan. She specializes in economics. Her main research interests are various environmental issues in developing countries.
Abstract
English medium teaching of subject areas at the university level in Japan is increasing due to both the encouragement of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) and the desire to attract both foreign and domestic students. Consequently, the question then arises as to how best to ensure that the content learning of the subject area is accomplished considering the linguistic limitations of the students. Language teaching faculty members in these contexts are becoming more aware of content and language integrated learning (CLIL) as a pedagogical practice that may prove effective in ensuring positive educational outcomes. Subject specialist faculty members may have less awareness of CLIL and may not apply it consciously to their teaching practice.However, this does not mean that the principles of CLIL are not existent in their classrooms. This study used the basic CLIL principles to reflect upon an English medium economics course currently being taught at a Japanese university. The aim of the reflection was to determine if the economics professor unconsciously applied any CLIL theories in the design and facilitation of the course even without the awareness of CLIL pedagogical principles, per se. Data was gathered through class observation, reflective discussions and student surveys. The results suggest that there were clear areas where the theoretical beliefs and practices of the economics professor coincided closely with CLIL principles. At the same time, aspects of the CLIL framework, cognition and culture, were seen as challenging, highlighting some difficulties that may arise when trying to implement CLIL in undergraduate subject courses in Japan.
English medium teaching of subject areas at the university level in Japan is increasing due to both the encouragement of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) and the desire to attract both foreign and domestic students. Consequently, the question then arises as to how best to ensure that the content learning of the subject area is accomplished considering the linguistic limitations of the students. Language teaching faculty members in these contexts are becoming more aware of content and language integrated learning (CLIL) as a pedagogical practice that may prove effective in ensuring positive educational outcomes. Subject specialist faculty members may have less awareness of CLIL and may not apply it consciously to their teaching practice.However, this does not mean that the principles of CLIL are not existent in their classrooms. This study used the basic CLIL principles to reflect upon an English medium economics course currently being taught at a Japanese university. The aim of the reflection was to determine if the economics professor unconsciously applied any CLIL theories in the design and facilitation of the course even without the awareness of CLIL pedagogical principles, per se. Data was gathered through class observation, reflective discussions and student surveys. The results suggest that there were clear areas where the theoretical beliefs and practices of the economics professor coincided closely with CLIL principles. At the same time, aspects of the CLIL framework, cognition and culture, were seen as challenging, highlighting some difficulties that may arise when trying to implement CLIL in undergraduate subject courses in Japan.
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Pages 372-381
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Category: Curriculum Contexts, Volume 15 Issue 4
