Volume 15 Issue 4
A Case Study of Environmental Management & Content and Language Integrated Learning
Criticisms of content and language integrated learning (CLIL) have raised fundamental concerns on how to define the scope and space of this new approach.
International history as CLIL: reflection, critical thinking and making meaning of the world
This paper will describe the conceptual framework behind an elective CLIL history curriculum taught to Japanese and non-Japanese students at an international studies university near Tokyo.
Learning through in-house videos: how one Japanese college integrates subject content in its EAP program
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.
Implementing Content and Language Integrated Learning (CLIL) approach to TOEIC Preparatory Lessons
Content and language integrated learning (CLIL) has been recognized in the Japanese EFL context since 2011 (Hemmi, 2011). However, the educational as well as the social role of CLIL will be immense in Japan considering the recent low birth rate and increasing number of overseas students at many universities in Japan.
Teaching a Medical English CLIL Course with Vocabulary Learning Strategies Instruction in Japan
This article describes teaching a medical English content and language integrated learning (CLIL) course with vocabulary learning strategies instruction for first-year students at a medical university in Tokyo over a period of three years.
Anthropology in a Second Language: the Case for Dialogic Teaching and Scaffolding
How is anthropology taught in the Anglophone world? Undergraduate anthropology courses in the U.K. are typically taught through lectures, tutorials, and seminars (Mascarenhas-Keyes & Wright, 1995). In the case of the U.S., courses there are offered as three-hour weekly lectures accompanied by teaching assistant-led discussions (Michaels & Fagan, 1997).
Digital Storytelling: Integrating Language and Content in the Training of Pre-service Teachers
This article discusses a Digital Storytelling course that is used as a means to promote pre-service teachers ’own language proficiency and at the same time develop their awareness of teaching techniques they can later adopt in their own classrooms.
Towards a Critically and Dialogically Mediated EAP
This article addresses issues surrounding an interesting development in Japan – the introduction of academic content courses in English at a growing number of Japanese universities – where Japanese has incumbently and traditionally been the medium of instruction.
Identity and Self in Second Language Acquisition
Interest in the development of identity and self as aspects of Second Language Acquisition (SLA) is increasing, being most deeply addressed in feminist, LGBTQ, and cultural minority fields of research.
Chinese-English Bilingual Education in China: Model, momentum, and driving forces
English-medium academic publications concerning bilingual education (BE) in China, which involves using a foreign language (usually English) to teach part of the subject matter of non-language subject(s), are emerging.
