Learning (CLIL) in Activities

The Japan Association of English Teaching in Elementary Schools

NII-Electronic Library Service

The JapanAssociation of English Teaching in Elementary Schools

Exploring the Use of Content and Language lntegrated

Learning (CLIL) in Foreign Language Activities

YAMANO Yub

Graduate ,StrhooL Sbphia C7hivensityKzirohama-Mshi Eiementar;y SthooL Hczsucia ci4)l Sbitama

Keywords: integrated learning, experiential learning, CLIL

Abstract

rlhis

paper reports on a panicular classroom use of an innovative program for fbreign

language activities. This program is Content and Language lntegrated Leaming (CLIL). First, the

rationale of CLIL application in Japanese elementary schools is explained. Next, the researchdesign was established and the research class was conducted. Then, the outcomes obtained from

classroom observations are discussed and the teachers' interviews examined. The major finding of

this study is that CLIL has the potential to deepen experiential learning by using the target

language through the content. Under this regimen, the panicipation ofboth the CLIL pupils andhomeroom teacher was encouraged, However, several diruculties were also identified in this study.First, the teachers' burden ofpreparation is high. Second, the different opinions among teachers

during the proceclure of the CLIL lesson proved problematic. Howeveg the latter finding also

highlighted the importance ofnot limiting pupils' potential in a CLIL environment based on theirattitude toward other subjects in the Ll, or their limited lariguage abilities. Thus, this argues thatCLIL has a potential to be an effective program for foreign language activities.

1. Introduction

Foreign language education at the elementary school level was formally implementod inApri1 2011 in order

"to

fbrrn the foundation ofJapanese pupils' cornmunication al)ility through

foreign 1anguages" (Japanese Ministry of Education, Culture, Sports and [fechnology;

henceforward, MEXZ 2009, p. 1). Ctr)e of the teachers' responsibilities for this subject is to

establish programs by considering their pupils' interest and circumstances. A survey that was

conducted after the forrnal implementatiori of foreign language activities in 2011 revealed that

elementary school teaqhers were primarily concerned with course content and teaching methods

the most (The Society fbr [festing English Proficiency (STEP), 2012). Thus, it is nocessary to

figure out the solution to the problem,

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One suggestion regarding this issue was offered in the meXT guidelines. They

recommended that teachers make an effort to utilize the content of other subjects accordmg to

their pupils' interests OvlEXTL 2009), ln order to realize this, one innovative educational approach,

Content and Language lntegrated hearning (CLIL), seems promising.

CLIL originated in Europe to deve]op European students' communication ability by

improving the quality of foreign language oducation. Japanese elementary school foreign

language education also shares this ambition. Thus, this study aims to investigate the feasibility

and potentials ofa CLIL program in a Japanese public elementary school context.

2. The rationale for CLILApplication in Foreign Language Activities

CLIL was invented in Eurqpe to develop EU citizens' communication ski11s by encouraging

them to learn two other Ianguages in addition to their mother tongue, Since then, CLIL has

developed as a promising educational approach, which integrates content with non-native

language education (Coyle, Hood and Marsh, 2010; lkeda, 2011; Mehisto, Marsh and Frigols,

2008). During the last two decades, CLIL has fast proliferated in Europe. Numerous studies, at

both the rnacro- and micro-level, examined the potential of CLIL applications (Dalton-PufferlNikula and Smit, 2010), and, at the same time, developed framewotks to clarify CLIL practices,

The frameworks are called the 4Cs, which are the fbur principals of CLIL: Content (subject

matter), Cornmunication (language), Cognition (cognitive ski11s) and CulturelCommunity (therealization and appreciation of other cultures or communities) (Coyle et al., 201O; Mehisto et al.,

2008). ln Europe CLIL implementation at elementary school has proven effoctive, at improving

pupils' proficiency in the target laiiguage (BentleM 201O; Serra, 2007). Furthermore, another study

revealed that CLIL application fbstered a positive auitude in class, motivating study of the target

language (Gonzalez, 2011). Howeveg the question now is would these aMrrnative outcomes be

possible in a different context?

Foreign language actiyities were fbrmally implemented in Japan in Apri1 201 1, This means

that all fiftli and sixth grade Japanese pupils receive a class once a week, for a tota1 of70 lessons

over two years. The overa11 objective of this edncation is "to

fbrm the foundation of pupils'

communication abilities though foreigri language" (MEXZ 2009, p, 1). Three desired outcomes

are: 1) "developing

understanding of languages and cultures through various experiences;' 2)

"fostering a positive attitude toward communication," and 3)

"familiarizing

pupils with the sounds

and basic expressions of fbreign languages" (MEXT, 2009, p. 1). Furthermore, various scholars

recommend that elementary teachers enhance pupils' leaming by balancing the level of their

cogriitive levels with their English competence (Butler, 2005; Ybshida, 201 1). in order to realize

these clijectives, one suggestion fbr constmcting the curriculum was given by MEXT in their

guidelines, It recommends teachers choose content for the class by linking it with other subjects

and considering students' interests (MEX[IL 2009). These objectives seem to parallel CLIL values

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and theoretical principles (Coyle, 2007; Coyle et al,, 2010; Mehisto et aL, 2008). These affmities

wi11 be funher explored below in terms of the 4Cs.

2.1 Content

The first important elemeng Content, refers to subject matter to be taught. This is not

restricted to academic subjects, such as science or social studies, but is flexible, dqpendmg on the

context of learning (Coyle et al., 2010; lkeda, 201 1). For instance, the content, of several CLIL

textbooks for begimers at the elementary school level, varies from social studies (i.e. geography

or history) to cooking ethnic food, depending on the theme of the lessons (BentleM 2009;Hoffinann, 2011). in Japanese contexts, these kinds of thematic lessons, created by integrating

several subjects with fbreigri laiiguage activities, might be feasible, This research was based on

that premise. In addition, the content ofthese cross-curricular programs aims to realize one ofthe

objectives ofCLIL, C`maximizing

the accommodation of students' interests" (Mehisto et al., 2008,

p. 29). The )vfl]XT new course of study echoes this, stating that teachers should be concerned with

pupils' interest and consider linking language study activities with other subjects (MEXZ 2009).Thus, CLIL and fbreign lariguage activities espouse similar techniques.

lmportantlM the scholarship is encouraging. Izumi (2011) suggests that, "CLIL

can providelearners with, not only meaningfu1 and rich input, but also make a place for meaningfu1 output"

(izumi, p. 71). In CLIL class, by receiving meaningfu1 input derived from the conterit, the students

can leam the target language while using it to understand, or to express their opinions. Coyle et al.

(2010) describe the situation as C`leam

as you use, use as you learn" (p. 10). in that situation, thetarget language is used not only as a subject but as a tool to acquire new knowledge as well. Thus,

the integration of the content brings students authenticity and naturalness when using the target

language in the CLIL classroom (Coyle et al., 2010; Marsh, 2000; Mehisto et al., 2008). As a

natural situation fbr language learning, Coyle et al. (201O) further states that it has the potential to

alleviate language learning anxiety as recommended by Ddrnyei (2001). According to Dornyei's

suggestion, for the creation ofari anxiety-reduced classroom environment, one ofthe conditions

requires "acceptance

of studerits' mistakes as part of the learning process" (DOrnyei, 2001, p. 94).This may be realized with the natura1 use ofa target lariguage that occurs with content learning in

CLIL classes (Coyle et al., 20 1O; Marsh, 2000; Mehisto et aL, 2008).

ln sum, the integration of content and language can provide students a meaningfu1,

authentic and natural EFL context by stimulating their interest. ln other words, CLIL has a

potential to make class environment enriclmg and secure (Coyle et al., 201O; Mehisto et al., 2008).

Therefbre, content is one of the most important aspects to implement CLIL in foreign language

actlvltles.

2.2 Communieation

For Communication, CLIL describes three different types of expression: the language of

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The JapanAssociation oE English Teaching in Elementary Schools

learning (language required to describe main concepts of the content), language fbr learning

(language required to participate in activities or tasks), and the language through learning

(unplanned laiiguage which emerges when CLIL students or teachers perceive the need to express

their thoughts or knowledge during the class.). in particular, the advent of ･Clanguage

through

learning" requires both learners' and teachers' positive participation in class (Coyle et al., 2010),

which is one ofthe main objectives of foreign language education in Japanese elementary schools.

2.3 Cognition

This refers to cognitive engagement in leaming and thinking processes (Coyle et al., 201O,

Mehisto et aL, 2008). With the use ofthe modified version ofBloom7s taxonomy (Anderson and

Krathwohl, 2001), ikeda (2011) categorizes these cognitive skills into two parts: lower-order

thinking skills (LOTS), the three thinking ski11s from the bettom, and higher-order thinking ski11s,

the remaining top three (See. Figure 1).

---------------- llm..:

I-IO'I'S :r･order Thinking SkMs) :

. .(."v.i -y.c "!4. W U)- ----- -- l'

-"h[i-);i:g----'r-+LMl

r-order Think'inlg SkiLLs) :

(lbt rk .gi. .-e;- Jl) l/

Figure 1. Bloom:s 7Zixononu, Mbdijied b.y Andenson andKkathvtsohl r2001) (Zlkecla, 2011, p, 6)

The levels increasingly become diMcult as they ascend, from tCremembering",

at the base,

to the "creating" at the top. By understanding and considering the degree of dithculty in the

learners' thinking ski11s, teachers can hclp the pupils by organizing and practicing a yariety of

tasks requiring a good balance of different levels of cognitive skills in the lesson (Coyle et al.,

2010; lkeda, 2011; Mehisto et al., 2008). In other words, CLIL students are required not only to

understand the language but also use it `Cthrough

creative thinking, problem solving and cognitive

challenge" (Coyle et al., 2010, p, 29). In order to fu1fi11 this requirement, teachers should

incorporate appropriate levels ofcognitively demanding tasks as they create a CLIL program. In a

similar vein, the importance of enhancing activities in order to fi11 in the gap between the pupils'

very low levels of fbreign language competence and their comparatively higher cognitive levels in

the foreign language activities is indicated as mentioned above (Bulter, 2005; Ybshida, 201 1),

2.4 Culturel Community

Culture, the last element of the 4Cs, refers to "social

awareness of self and `otherness"'

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The JapanAssociation ofEnglish Teaching in Elementary Schools

(Coyle, 2007, p, 550), Since CLIL has proliferated in Europe where cultural diversity is

appreciated. cultural awareness and progression toward intercultura1 understanding are

fundamental (Coyle et al., 2010).

Mehisto et al. (2008) use Community in order to explain the same principle. lkeda (2011)also adopts the tenn of Community instead of Culture when he intrQduces CLIL in Japan. He

states that Community can be more practical and comprehensible for Japanese teachers when they

consider how to accommodate this last principle. In the CLIL class room, community can be

expanded from the relationship among students in the classroom to that of whole world by

including not only the realization of various types of communities but also the mutual

understanding ofcultures (lkeda, 201 1 ).

C]nssrooiTi (4eS[Rt>

Scll()()1 (A).:tt)Townk:ity

(it'ifllT-d- - tiiSMHtYva)C;otintry (l'El)Regioii ()ttlta)Wor1d {jtil letf;tas)

Figure 2, 71ie concept qf'(]bmmunio, in CJLllL (7kedo, 2011, p. 9)

With these two terms, in this studM both Culture and Community were incorporated to

consider cultural awareness as well as the understanding of diverse communities. Since fbreign

language act{vities aim to cultivate international understanding (MEXZ 2009; Ybshida, 2003) the

appreciation ofboth culture and community helps achieve this objective.

Given these considerations, a feasibility study fbr a CLIL class is warranted. A fbreigri

language activities class is the venue ofchoice,

3. Method

3.1 Partieipants

The pupils of this experiment were 35 fifth graders (20 boys and 15 girls) in aJapanese

elementary school, The pupils had just started learning English six weeks prior to the research

class, so they were absoiute beginners in English. They were in a CLIL class with English as a

medium for a thematic lesson along with several subjects.

Three types of teachers taught in this study: a native English-speaking teacher CNTE); a

Japanese teacher ofEnglish (JTE), the researcher undertakmg this study; and a homeroom teacher.

The CLIL lessons were team-taught by the NTE and the JTE with the support of the homeroom

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teachen

3.2 Data Collection and Analysis

ln this studM different types of data were collected with recordings of the lessons and

teacher semi-stmctured interviews. First, audio and video equipment recorded classroom

interaction and students' reactions during the class. All the collected data was transcribed and used

to describe what happened in the class, such as pupils' behavior during the CLIL class or

unexpectod language which was emerged during the lesson, Second, involved teachers' pre and

post interviews were conducted to gain insiglit into perceived problems and appraisal ofpotential

fbr CLIL application. The homeroom teacher's open-ended discussion of pupils' reactions to CLIL

lessons proved especially salient. These data wi11 be utilized to investigate the feasibility and

potential for CLIL application in the conclusion.

3.3 Research class design

[[he three 45-minute research lessons were planned fbr CLIL class on the 2nd, 9th and 16th

of June, 2011. The topic chosen for this study was animals, based on the noeds analysis of the

pupils and input from the homeroom teacher All the lessons were related to animals by integrating

severa1 subjects: arts and crafts, science and social studies, The language ofthe lessons aimed to

familiarize students with narnes for colors, animals and habhats. This served as the primary target

vocahulary to be learned and, in addition, the vehicle fbr learning to communicate in English.

There were framed by learning interrogative questions using the word "what,"

such as: `Cwnat's

this?" "What

do you 1ike?" or "What

do you want?" which were also the target expressions in

Eigv-note I (201 1), an English material published by MEXT fbr fbreign language activities.

The aims of the CLIL lessons were established by incorporating the 4Cs, the crucial

principles of CLIL, while considering the objectives of the foreign language activity class as

fo11ows.

1fable 177ie Objectives ofa CILIL class with the aims ofthe Fbreign Langunge Activity C7ags

More precise description about the CLIL lesson procedures appears in Zlable 2 beloNM

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Table 2. 71ie Outline qfCLflL Lassons in ferms qfthe 4ds

4Cs 1StCLILlesson 2iCLILIesson 3rCLILIesson

Content Arts&crafts ScienceandArts&Socialstudies"Let'smakeyourcrafts "Let'sthinlcabout

favoriteanimals!" "Let'smakeourclassproblemsofanimals"

zoo!"

Communication(LOL) (LOL) (LOL)<the target"colors&animals"

tànimals&animals'"animals'habitatsnature

,

languagetobe habitats" things&`clean'and

learnedinthe(LFL) (LFL)`dirty'"

CLILlessons) i`What'sthis?" ccwhat'sthis?" (LFL)cclt'aN" "It'a-J;' "What'sthis?"

`:Whatcolordoyou"wnatcolordoyoucÌt'aN"

Want?7' Want?"C`Thereare.""

"Whatareyou"wnatareYOUc`Howdoyoufeel?"

making?" making?CÀreyouhappy?"

(LTL) (LTL) (LTL)"colors&animalsnot"naturalthingsnotyet"requisitevocabularyto

yetstudied" studied" describetheirideas"Cognition (LOTS) (LOTS) (LOTS&HOTS)

Memorizing, Memorizing, MemorizingUnderstanding, Understanding, UnderstandingandAndApplying andApplying ApplyingEnglishvocabularyEnglishvocabulary EnglishvocabularywhiletomaketheiranimalstomaketheclasszooAnalyzing

Evaluating,and

Creatingthemessage:inordertosavetheer)dangered

animals

Community1 individualworktoGroupworktomakeClassroom discussionCulture makeanimals, theclasszoo abouttheglobalissue.

pairworkwiththe Pairworkwiththeteacherstoacquire teacherstocreateideasto

colorclay. helpanimals.

lndividualworktocreate

themessae

IVbte. LOL =

language of learning; LFL = language for learning; I-TL =

language through

learning; LOTS =

loweForder thinking ski11s, HOTS = higher-order thinking ski11s.

The next section wi11 describe the results ofthis CLIL application.

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4. Results and Discussion

4.1 CIassroomobservation

4.1.1 FirstCLILclass

ln the first lesson the pupils made their favorite animals by linlcing English class with arts &

handicrafts while using English words about `Ccolors"

and "`animals"

as a means of

communlcatlon,

At the beginning of the class, the English teachers introdnced (he names of colors and

animals. The pupils' panicipation was very positive. For instance, they tried to answer the

questions energetically in very loud voices. Several boys leaned forward to respond to the English

teachers' questions. The reason fbr this was that prior to the lesson the homeroom teacher

explained that the pupils could make their favorite animals only if they successfu11y conveyed

their needs in English to obtain the necessary colored clay. ConsequentlM the pupils showed keen

concentration during the introduction of the main vocabulary.

After introducing the vocahulary, three of the teachers disnibuted lumps of colored clay

while asking the pupils their favorite colors in English in a face-to-face interaction. In this

situation, the pupils had to use English as well as their existing knowledge because the clay was

only available in five colors, "red,"

"yellowi"

L`blue,"

CCwhite,"

and "black."

Therefore, when they

needed other colors, such as "green"

or "purple,"

they had to apply their cognitive ski11s al)out the

mixture ofcolors and the new English vocabulary at the same time. For instance, seven pupils had

to ask the teachers for black and white colored clay because they hoped to create elephants;

actually this was the most popular animal the pupils made, Duimg the interaction, the pupils were

eager to convey their needs to the teachers. Moreoveg cooperation between the pupils occurred

naturally many times, as when some pupils had difficulty expressing their required colors in

English.

After they received their colored claM tl)e pupils began to make their favorite animals in the

six groups comprised oftheir usual 1unch groups. While the pupils created their fayorite animals,

the teachers asked questions, such as `CWhat's

this?" or "wnat

animal are you making?" in

one-to-one interactions, Nl the pupils engaged in interactions with a teacher at least three times in

which each of the three teachers asked every pupil questions about their animals in English.

4.12 SecondCLILclass

The second lesson had two aims. One was to have the pupils learn the new vocabulaiy

about the animals' habitats and place the animals into them. The other was to provide them with

the opportunity to make their class zoo in a cooperative learning situation.

At the beginning of the lesson, the English teachers asked the pupils questions about colors

and animals. The previous lesson was reviewed and the CLIL pupils responded actively in a very

loud, energetic voice answering with both the names ofcolors and ofanimals, giving the teachers

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confidence to proceed to the next step.

Then the teachers questioned the pupils about the places where the animals live. While

eliciting the pupils' responses, they allowed them to speak in Japanese. Following the English

teachers' correct answers in English, the pupils repeated the words. ln this way the new

vocabulary about the animals' habitats was taught. The teachers also asked the pupils to think

al)out what animals live in each habhat using their existing knowledge. During the proeedure, the

pupils tried to place their animals into five hal)itats: ocean, forest, wetland, savamia and

ArcticlAntarctic. Meanwhile, the teachers also introduced the pupils to new vocabulary for natural

features, such as "riveg"

"swamp,"

"tree,"

"iceberg"

and so fbnh.

Next the pupils proceeded to create their class zoo by regrouping their hand-made animals

inte five hahitat groups. ln each group, the pupils talked with their group members ahout what

color paper and clay were needed to make their animals' habitat. The three teachers asked the

pupils some questions, such as "What

color paper do you want?" "What

color clay do you want?"

After obtaining the materials, the pupils cooperated to make their habitats. During the tasK

various interactions were recorded, two ofwhich wi11 be described below,

First, a pupil in the Arctic & Antarctic group asked the homeroom teacher about how to say"ib(

LIJ" in English. After some consideration, she answered, "ice

mountain." However, the teacher

and the groups' pupils found something strange in the expression. Then, the teacher went to

coniirm it with the researcher and returned to teach the group the correct answer, `Ciceberg."

The

pupils teased the homeroom teacher about the mistake, but the teacher replied as fo11ows:

It is natuTal to make mistakes in foreign language learning so you do not have to hesitate to

do so. I think the things you've learned through your own mistakes are harder to forget and today I

could learn the word "iceberg"

in that way. I feel lucky! (Her remarks were given in Japanese,

then, translated by the researcher).

Following the interaction and teacher's statement above, the amount of student initiated

interaction in English frorn the group toward throe teachers increased a great deal compared to

other groups in the class. ･

A second interesting interaction was related to "language through learning." This language,

not part ofthe specific plan, appearod incidenta11y so students could express their opmion or learn

more. tt appeared when the school principal came to the class and panicipated in making some

natural things in the fbrest group. The researcher asked the principal with a polite expression,"wnat

color clay would you like?" The pupils realized the difference between the question asked

to the pupils, "What

color clay do you want?" and the one for the pimcipal. Thus the meaning of

`Cwould

you" was explained to the pupils. They were amazed to know that there are polite

expressions in English as well as Japanese. By experiencing the active interactions with the use of

"language

through learning," which represents both the students' and teachers' active participationin the class according to CLIL theoryl all the groups finished rnaking their animals' habitats in the

second lesson.

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4.1.3 ThirdCLILclass

4.1.3.1 The problems ofthe third CLIL lesson

Prior to the third CLIL lesson, the teachers were discussed three problems. The first was the

dithculty ofthe content. ln facg the content for the third lesson, the issue of endangered animals,

was to be studied in the third temi ofthe sixth grade according to the new course of study Ifthe

content was introduced to the pupils in the third CLIL lesson, it meant that the pupils had to study

it one year and two terms ahead of time. The second was the dienculty of the target language.

During the lesson, they had to understand the afbrementioned difficult content not in their Ll but

in English, which the fbreign language the pupils had just started learning. The last was the

dithculty of the task, which necessitated that the pupils conceive ideas about how to save

endangered animals, both in Japanese and English. Thus the last lesson would pose three

challenges in terms of content, language and task. The NTE describod this lesson plan as"impossible"

in the pre-interview for the lesson, The homeroom teacher also expressed her deep

concern and doubt about the lesson plan; therefore, she recommended the researcher abandon the

third CLIL lesson and fbcus on the success ofthe two previous lessons,

The three teachers held a final pre-meetingjust befbre the day of the third CLIL lesson. The

researcher explained her reasons for conducting the last lesson; it had the important elements of

both fbreign language activities and CLIL: the understandmg of international matters which might

enrich the students' experiential learning appropriate to their age and interest, She explained this to

the other teachers and finally consensus was reached, [[Xvo modifications were adopted in order to

help the pupils learn the content and English more comfbrtahly. One was to introduce a skit about

endangered animals. The scripts were revised many times and the use ofrealia (e.g. a plastic bag

shaped 1ikejellyfish, a helmet fbr a constmction werker) was added, The other was the strategic

use of code-switching in order to enhance students' understandng both the content and target

language, since CLIL allows fbr the use of two languages, the pupils' Ll and the target language,

ln sum, this resulted in two decisions: 1) the use of Japanese for complicated instructions or

explanations, 2) the exclusive use ofEnglish during the skit. Then all teachers agreed to conduct

the last lesson.

4.1.3.2 The third CLIL lesson

The last lesson aimed to provide the pupils opportunity to think al)out the solution of the

prdblem LChow

to save endangered animals" by understanding content related to international

issues while using the learned language to convey their ideas through English. [[his lesson was

arguably the most demanding one, but one which might provide the students with the opportunity

to link their age-appropriate centent and cognitive skills, and think deeply in a fbreigri laiiguage

actlvlty.

The teachers started the lesson by askmg the pupils' feelings. At this stage, no one answered

they were sad. Next the teachers reviewed the last lesson with the use ofthe pictures ofthe pupils'

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habitats, which had been taken during the last lesson, and confirmed the pupils' corrrprehension of

the names of animals' habitats in English, Next they introduced the new vocabulary, the key words

of the lesson, "clean"

and "dirty"

by collocating them with two habitats, such as "clean

ocean,"

`tdirty

ocean," "clean

fbrest" and "dirty

fbrest."

Then the skit began. The first skit was about the problems of endangered sea turtles in the

polluted ocean. ln the skit, the NTE played a sea turtle and the researcher a person coming to the

beach. The pupils were surprised to see the turtle eating the entire plastic bag due to its

resemblance to a jellyfish and eventually dying. Following the first skit, the second one was

perfbrmed for the pupils. This skit illustrated the issue of elephants endangered because of

defbrestation. The NTE wore a helmet and played a constmction worker by cutting down trees tomake a house. Then a hungry elephant, the Japanese English teacheg appeared and looked fbr

fbod by saying, "I'm

very hungry, But there are no trees and no leaves ... I'rn very hungry, , ." then

the elephant died of hunger After the skit, the researcher also showed the pupils apicture ofa

dead elephant due to defbrestation. It should be noted here that, in spite of the CLIL teacher'sconcern, none of the pupils in the class was distracted or inattentive. On the contrarM theyconcentrated on the skits very seriously

After the two skits, the English teachers asked the pupils how they felt al)out seeing the

problem of endangered anirnals. [[Ihe teachers asked, "How

do you feel? Are you happy? Are youangry? Or are you sad?" The pupils nodded to the last question, which meant that all the pupilsunderstood the problem and felt sympathy fbr the endangered animals. ln fact, three pupils shed

tears at this moment in spite ofthe fact that no one answered they were sad at the beginning ofthe

lesson.

Then the homeroom teacher asked if pupils knew how to save the animals. The class

discussiori began and several pupils expressed their qpinions in Japanese. The English teacherstranslated the ideas into English and wrote them on the blackl)oard.

After the discussion, the 1ast and the most demanding task was introduced by the researcheg

which required them to think about the ideas and create messages to save the animals in Japaneseand English. All the pupils agreed to engage in the task and started to create their messages. Then

the three teachers helped the pupils individually by translating their ideas into English with the useof learned vecEibulary ln fact, the pupils showed deep conceritration on the task, which irrrpressed

all the teachers and led them to perceive CLIL in a very positive way.

4.2 Ileachers'interviews

As mentioned, there are three types of teachers involved in this study: the homeroomteacher in a supportive role; the native English-speaking teacher (NTE), one of the main teachers

ofteam-teaching; and the native Japanese teacher ofEnglish (JTE), who was also one of the mainteachers ofthe research class and the researcher ofthis study. Their negative and positive opinions

wi11 be described belov¢

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4.2.1 Negative factors

The native English speaking teacher described two matters conceming this CLIL

application: 1) his skepticism ahovrt whether the CLIL lesson gave the pupils fbreign lariguage

facility since they rarely had explicit practice and 2) the great burden placed on the teaches to

discuss the lesson plans and make materials. He mentioned that CLIL requirod greater effbrt and

preparation compared to regular ones. It did in fact take him ten hours of extra work without pay

As a conclusion, he preferred the regular style ofthe lessons in his class after his CLIL experience,

On the other hand, the CLIL class also imposed 25 hours of extra wotk on the homeroom

teacher for the discussion with the researcher though, she never mentioned it. instead, the

homeroom teacher was deeply concerned about the anticipated burden the pupits would face

during the third lesson in temis of three issues: the dithculty of the content, language diMculty

and the demanding task, as mentioned in the classroom observation discussion.

The researcher also acknowledged the teachers' heavy burden to have mutual understanding

among the teachers to conduct the CLIL. Furtherrnore she deeply anticipated that the last CLIL

lesson would require the pupils' cognitive engagement as the homeroom teacher mentioned. On

the other hand, the researcher expected that the lesson would provide the pupils with meaningfu1

experiential learning by studying the problem that their favorite animals are facing now ln fact,

most of the animals created by the pupils in the first CLIL lesson were endangered in the world.

Howeveg with the other teachers' objections to the lesson plan, a strong anxiety emerged in the

researcher's mind about whether the researcher was truly heading in the right direction for the

pupils, or whether the third class would sacrifice the CLIL pupils' positive participation because of

the diMculty of the lesson. Nevenheless, by observing the CLIL pupils' deep attachnent and

involvement in their animals and the animals' habhats during the previous two lessons, the

researcher believed in their potential ability to engage in the last demanding lesson when she was

convincing the other teachers to proceed. Howeyeg it should be noted that the fear never

disappeared until the researcher saw the CLIL pupils' positive participation during the third lesson.

422 Positiye factors

Although the NTE expressed negative opinions on the CLIL instruction, he admitted

positive outcomes fbr the CLIL application; that is, CLIL motivated students to have interaction in

English with their own will, which the NTE never experienced befbre. SpecificallM the N[[E

noted that the last CLIL lesson was "quite

impressive.'7 By taking into account the challenging and

demanding activity of the lesson, he perceived that the pupils' positive participation in the class

was impressive. In fact, many pupils asked him how to express their ideas in English, which

provided him with a great surprise. Nl the pxpils seriously engaged in expressing their ideas in

English. Howeveg he still opposed contiiruation of the CLIL instmction because of the increased

worlcload. He stated that ifhe had that responsibility all the time, it would be a heavy burden for

him, although he stated it might be interesting to conduct a CLIL lesson once in a terrn or school

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year:

The homeroom teacher expressed her greatest pleasure in observing the pupils' unusual

behaviors in the CLIL class. She called their very positive participation throughout the lessons,

even in the third lesson, "miracles."

After the last CLIL lesson, she reevaluated her reluctance to

conduct the challenging task. This change derived from the pupils' daily attitude toward other

subjects and so she was not aware of their vast potential. ln paniculag one of the most impressive

things for her was that she observed students with learning dithculty who showed positive

behavior fbr the first time during the CLIL instmction. For instance, one student, who had learning

disability (LD), showed his wi11 to generate more products by voruntarily approachng the teachers.

Furthermore, another student with attention deficit hyperactivity disorder (ADHD), whowholeheartedly participated in the class, used learned English vocabulary in the interaction with

the homeroom teacher after school. These facts showed her how CLIL deepened their engagement

in the class by stimulating their interest. Therefore, the teacher hoped to constantly employ the

CLIL method in order to irnprove the quality offoreign language activities.

The researcher found three factors as positive during the sequence of three CLIL lessons; 1)

having meaningfu1 student-initiated interaction through authentic content in English, 2) observing

deep engagement of the students by stimulating their interest toward international matters and

having them use cognitive ski11s apprqpriate to their age, and 3) encouraging the positive

participation of the homeroom teacher even in a diMcult situation. ln particulag the 1ast one was

recognized when the homeroom teacher and the researcher were talking about the homeroom

teacher's condnct toward her mistake occurred duimg the second lesson. Her remarks were as

fbllows:

At first, I thought that the CLIL lessons were kind of intimidating fbr me. It's because there

were many English words. , ,in the lesson, . .Bug at the same time I realized that my experience to

teach ather subjects would be utilized in the CLIL lesson, which gave me confidence to participatein the class... And ifmy cenduct really encouraged my pupils to ask for the correct answer and

use English without anxiety. , . , I could feel that it was worth my being in the lesson, even though

I'm not sure about my English ability. (All her rematks were given in Japanese, which weretranslated by the researcher).

In fact, the homeroom teacher's cooperation was crucial. Her advice and knowledge about

other subjects and her students were indispensai)le for constructing the CLIL lessons. This fact

gave the homeroom teacher confidence and 1ed her to handle the diMcult situation in a very

positive way during the class. This also gives the pupils a good role model fbr a language learner

As a result it reveals a potential to realize an anxiety-rednced classroom environrneng which

D6rnyei's recommends (2001). As the homeroom teacher indicated, CLIL requires rich input

including incidental 1anguage al)out the content. This would seem to be a 1arge obstacle at first for

teachers independently. Howeveg as long as the teachers could stay positive and seek the right

language during the class, for instance, by using dictionary or askmg an ALT or J'IIE in order to

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consult the correct use of the target laiiguage, it seems possible for the homeroom teachers, and

others, to conduct CLIL lessons. ln addition, the positiveness ofhomeroom teachers may have a

great potential to secure the learning environrnent, and must be helpfu1 for students' future

learning. ln sum, the researcher presumed that these phenomena derived from the new

environment that CLIL brought, with the synergy of fbur essential elements, Content,

Communication, Cognition and CulturefCommunity. However, no matter how promising the

results are, it is only one exploratory studM thus, as the NTE indicated, it is 1ikely the burden for

the teachers that could be a setl)ack fbr CLIL implementation in other elementary schools. This

realization urged the researcher to verify the potential ofCLIL in more varied contexts in order to

explore an effective program for foreign language activities.

5. Conclusion

This paper aimed to explore the feasibility and potential ofa CLIL application in a Japanese

elementary school. The investigation reveals that the CLIL application seems feasible and has the

potential to deepen the pupils' experiential learning to use English tlll:ough authentic content. The

integration of content from other subjects and foreign language learning within the immeworks of

CLIL might be one solution to the contemporary challenges with content and effective teachng

that Japanese elementary school teachers face.

Howeveg several problems were identified in this study. First, CLIL teachers' wi11 have a

heavy burden with preparati(ms. in this studM three subjects (arts and crafts, science and social

studies) were integrated around an anirnal theme. This was done so as to conduct the CLIL lessons

with consideration for the fbur elements ofCLIL and for the key expressions set fbrth in Eigo-note

L Many possible CLIL lessons cculd be explored: such as, thernatic lessons about food by

integrating socials studies and cooking of home economics, exchanging e-mail or video letters

with foreign studerits to leam al)out their country by integrating social studies, or learning various

types of onomatopoeia in English by realizing the difference between Japanese, and so fbnh. We

can call these lessons CLIL as long as the teachers adheres totthe 4Cs when they constmct the

lessons. ln any case the preparations would be demanding, however, there is a vast potential to

utilize the knowledge and experience of homeroom teachers in the CLIL class, which might

provide them with confidence to condnct foreign language activities,

Second, the teachers' anxiety abaut the students' responses to the innovative but unusual

procedure was fbund problematic in this study. Howeve4 this indicates that teacher should not

underestimate their students' abilities in a CLIL environment on the grounds of their attitude

towards other subjects in Ll medium, or because of their limited language al)ilities. Ofcourse, this

was only one exploratory study of a CLIL application in a Japanese public elementary school.

Thus, it is too soon to suggest these results ofthe study can be generally applied. Therefore, it is

hoped more research wi11 be done to verify the feasibility and potentials of CLIL in varied

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contexts in the future to improve Japanese fbreigri language activities.

Acknowledgements

[[his paper is based on my MA thesis (Yamano, 2012) submitted to the Gradnate Schoo1 of

Linguistics of Sophia University

I would like to express my sincere gratimde to my supervisog Professor Kensalcu Ybshida and

members of the MA thesis committee, Professor Ybshinori Whtanabe, Professor Shinichi Izumi

and Professor Makoto lkeda. I would also 1ike to express my profound gratitude to the

participants: The CLIL class homeroom teacheg and the native teacher of English, fbr their

dedicated cooperation, and all the pupils who earnestly panicipated in the lessons. Without their

help, this paper could never have been written.

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