A Different Approach to Teaching Clil at the Tertiary Level in Japan: Challenges & Opportunities Faced by a Language Teacher

Conference: The European Conference on Language Learning (ECLL2020)
Title: A Different Approach to Teaching Clil at the Tertiary Level in Japan: Challenges & Opportunities Faced by a Language Teacher
Stream: Culture and Language
Presentation Type: Workshop Presentation
Authors:
Vanessa Gongora, Kanda University of International Studies, Japan

Abstract:

Even though Content and Language Integrated Learning (CLIL) has been around in Europe for over a decade, and then spread to other parts of the world, it is still gaining attention in Japan. Whilst one of the core principles that underpins CLIL practice in Europe lies in the collaboration between a subject teacher and a language teacher who team-teach in order to fulfil the goals of a set curriculum, in Japan the language teacher is predominately responsible for dealing with both the content and language that the preparation of a CLIL subject implies. The application of CLIL and its boundaries can sometimes be unclear, especially for teachers who are inexperienced. The literature-based on CLIL seems to focus on its definition, methodology and differences between Soft CLIL and Hard CLIL. However, there is a lack of information on how to design solid activities, deliver content and design both language and content curricula as well as providing guidance on how to structure a syllabus when working individually in highly contextualised learning situations. In this workshop, attendees will have the opportunity to try out course-specific materials and discuss and evaluate their applicability to their own context. The instructor will outline a 15-week course on the history of the European Union designed for International Communication students in a private university in Japan. Based on the presenter’s experience, attendees will have the opportunity to brainstorm regarding the design of content curriculum, the search of authentic materials, the scaffolding of activities, and the creation of assessments.