Kimiko Koseki

Toyo Eiwa University Toyo Gakuen University

1. Original CLIL in Europe 2. CLIL in Japan 3. CLIL projects at high school & at college (global issues) 4. Will English education in the CLIL

framework be promising in fostering global citizens?

1. to foster multilingual citizens who have intercultural and global perspectives

2. to achieve academic success

(Coyle, 2007)

1. content-obligatory language (Snow et al., 1989)

vocabulary which is specific to a particular subject or topic

2. content-compatible language (Snow et al., 1989) language which is necessary for learning (e.g., language to discuss, write an essay, etc.)

Listening Speaking Reading Writing

Authentic + challenging English input → Scaffolding

In language acquisition… Listening

Speaking + thinking Reading Writing (Coyle, 2007)

Declarative/conceptual knowledge/skills

Procedural knowledge/skills Linguistic knowledge Cognitive Academic Language Proficiency

(CALP) (Ball, 2015)

Content – language New subject → new language

Content – cognition Teacher’s questions Thinking

Language – cognition We need language when we think.

Two types of CLIL in Japan 1. Teaching school subjects in English

2. Teaching subjects or topics (contents) in

language classes, mainly in English classes

Freshmen: Study learning skills (e.g., note taking, discussion) to prepare them for studying academic subjects in English.

Sophomores: Study academic subjects in English

(Watanabe et al, 2011; Izumi et al., 2012).

Content (Ikeda, 2015)

Communication (Language)

Cognition Culture (Community)

Preparation→ Presentation → Processing → Production Scaffolding (Ikeda, 2015)

4Cs Content Declarative Knowledge Procedural Knowledge

Communication Language Knowledge Language Skills

Cognition Lower Order Thinking Skills (LOTS)

Higher Order Thinking Skills (HOTS)

Community / Culture Cooperative Learning Global Awareness

Teaching Rwanda genocide at high school at college

(1) How much knowledge will students learn about Rwanda genocide?

(2) Will the project help students broaden their perspective and get interested in what is happening in the world? (3) Will the project help students become educated about peace?

68 Japanese female second-year senior high school students (16-17 years old)

English competence: A2-B1 (CEFR) Oral English Class 20 Japanese female freshmen college students Majoring in international communication English competence: B1 (CEFR) Reading course

To prepare students to listen to a Rwandan husband and a Japanese wife, who had made artificial limbs for free to more than 6,000 people who had lost their limbs from Rwanda genocide as well as mines.

For high school students, it was the first project of their

study on global issues thought the year. For college students, it was an extended study of the

unit about a positive life of the disabled.

(1) Read demographic statistics on Rwanda (World Bank) + Work on the worksheet + Discussion & Describe a graph of Rwanda’s population

(2) Read an article about Rwanda genocide (BBC News) + Work on the worksheet + Discussion (3) Field trip to the place where grueling ground battles happened

during World War II (4) Rwandan husband and his Japanese wife’s lecture (5) Individual speech

(1) Read the same online article (BBC News) as the high school students read

+ worked on the same work sheet

(2) watch an online video (CNN International) + worked on the worksheet (3) Write an essay.

(1) How much knowledge will students learn about Rwanda genocide?

Question High school students College students Vocabulary 8.06/10 (81%) None Demographic statistics of Rwanda 5.72/7 (82%) None Knowledge on Rwanda genocide 10.3/20 (51%)

15.9/20 (80%) Description of Rwanda’s population 1.93/3 (64%) None

(2) Will the project help students broaden their perspectives and get interested in what is happening in the world?

High School students: 77% Interesting 21% To some extent College students: Connected what they had

learned to Japanese current issues / recognized the important of their study

(3) Will the project help students become educated about peace?

High School Students: 60% Yes, I think so. 90% To some extent College students: Many college students were

shocked to know that when people were brainwashed by hate propaganda, they even killed their family and neighbors. Many students also mentioned that they appreciated peace they had.

Teaching Rwanda genocide for speech & essay writing (the current project)

Teaching women’s education for speech. Teaching social business for group

presentations. Teaching environmental problems to teach

paragraph structures.

CLIL seems to be a promising methodology to foster global citizens who can exchange their deep thoughts in English and are willing to work with people in the world

in a team. From this perspective, CLIL seems to be an

ideal pedagogy not only in Europe but also in Asia.