Learning through in-house videos: how one Japanese college integrates subject content in its EAP program
Title
Learning through in-house videos: how one Japanese college integrates subject content in its EAP program
Learning through in-house videos: how one Japanese college integrates subject content in its EAP program
Keywords: No Keywords
Author
Percival Santos
Akita International University, Japan
Bio
Percival Santos is an assistant professor of Basic Education at Akita International University. He currently teaches anthropology, quantitative and qualitative research methods and social policy. He has a doctorate in anthropology from the London School of Economics. His research interests include the pedagogy of the social sciences and the use of ethnography to teach foreign languages.
Percival Santos
Akita International University, Japan
Bio
Percival Santos is an assistant professor of Basic Education at Akita International University. He currently teaches anthropology, quantitative and qualitative research methods and social policy. He has a doctorate in anthropology from the London School of Economics. His research interests include the pedagogy of the social sciences and the use of ethnography to teach foreign languages.
Abstract
Content and Language Integrated Learning (CLIL) is a ‘dual-focused educational approach’ (Coyle, Hood & Marsh 2010, p. 1) which attempts to teach a content course in another language. CLIL attempts to interweave language and content. CLIL subject teachers ‘interweave language’ into their lessons while CLIL language teachers ‘interweave the subject’ in their language lessons (Dale & Tanner, 2012, p. 3). It offers several benefits; it provides a purpose for language use, puts the emphasis on meaning rather than form, drastically increases exposure in the target language (Dalton-Puffer & Smit, 2007), and results in the acquisition of a higher level of receptive vocabulary and a higher language competence compared to non-CLIL contexts (Catalán & de Zarobe, 2009). Further to these benefits within the classroom, it encourages whole school development and innovation (Dale & Tanner, 2012, p. 14).
Content and Language Integrated Learning (CLIL) is a ‘dual-focused educational approach’ (Coyle, Hood & Marsh 2010, p. 1) which attempts to teach a content course in another language. CLIL attempts to interweave language and content. CLIL subject teachers ‘interweave language’ into their lessons while CLIL language teachers ‘interweave the subject’ in their language lessons (Dale & Tanner, 2012, p. 3). It offers several benefits; it provides a purpose for language use, puts the emphasis on meaning rather than form, drastically increases exposure in the target language (Dalton-Puffer & Smit, 2007), and results in the acquisition of a higher level of receptive vocabulary and a higher language competence compared to non-CLIL contexts (Catalán & de Zarobe, 2009). Further to these benefits within the classroom, it encourages whole school development and innovation (Dale & Tanner, 2012, p. 14).
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Pages 324-329
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Category: Curriculum Contexts, Volume 15 Issue 4
