This article outlines a junior high school physical education class which teaches basketball in English using the CLIL framework as a case study. The purpose of the article is to consider how and what students learned from the class through students’ class results, basketball skills test, post lesson questionnaire and pre and post lesson teacher interviews. It examines how the teacher’s attitude toward CLIL changes from pre and post lesson interviews. Through this CLIL class led not by English teachers but by a physical education teacher the qualities and abilities necessary for competent CLIL teaching are considered. Regarding students, this CLIL lesson was conducted for the acquisition of physical basketball skills, English expressions and situational English ability. It also aimed to teach 21st-century skills defined by global education. The lesson resulted in students being able to understand both the English target structures and the basketball terms and strategies taught. In addition, students not only learned the content of the lesson, but also co-operated well with the teacher and worked well in teams which made the lesson successful. Before the lesson, the teacher felt that the CLIL lesson would be difficult for the students. However, the lesson was well received and had a great effect on the students and the teacher herself gained confidence. The experience they gained will lead to skills that will help them succeed in a global society in the future.
This study focuses on how elementary school students learn and think about the development and sustainability of Japanese traditional crafts through a CLIL lesson. The Japanese Course of Study (MEXT, 2017) emphasizes the importance of fostering regionalism and the development of Japanese traditional culture. This plays a significant role in global education. Students must have the knowledge, ability and the will to talk about Japanese culture to non-Japanese people in English. Fostering student's cross-cultural understanding is crucial to achieve this. The researcher carried out the CLIL lesson with a total of 175 elementary students in Nara, Japan. The students were given instruction in the history, the present situation and the construction of Nara Fans, which are a traditional product of Japan. The results show that students were able to use various English target expressions during the lesson and were not bothered about whether the lesson was in Japanese or English but instead concentrated on the lesson content. In addition, the students learned that Nara is popular among foreigners and that there are many ruins in their surrounding area. In conclusion, CLIL lessons should be continued in various subjects, while taking into consideration individual support for each student, and the importance of constant verification of lesson targets and content.
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