CLIL and Language Education in Japan

Tsuchiya, Keiko

doi:10.1007/978-3-030-27443-6_3

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…Multiple types of data such as video recordings and students' multilingual assignments or notes would be helpful to investigate this issue. Teachers' qualifications in language teaching (Barbero & González, 2014;Tsuchiya, 2019) would also be a possible topic for further research. In China, most CLIL teachers are non-native speakers of the TL and are qualified as content teachers rather than language teachers.…”

Section: Discussionmentioning

confidence: 99%

“…However, there are several challenges in CLIL. One concern lies in the teachers' qualification in language as they need broader expertise and experience in teaching through L2 or FL (Barbero & González, 2014;Liu, 2020;Tsuchiya, 2019). Another one is about the use of L1 in CLIL.…”

Section: Translanguagingmentioning

confidence: 99%

“…According to some schools' medium of instruction (MOI) policy, students and teachers are only allowed to speak English in EMI classes (Lin & He, 2017). The loss of L1 in the implementation of CLIL has led to some concerns (Tsuchiya, 2019), for instance, learners may not be able to deploy their repertoire in L1 when they learn contents through L2 exclusively (Coyle et al, 2010). Hence, it is indispensable to discuss the potential role of L1 in CLIL (see Lin, 2015a).…”

Section: Translanguagingmentioning

confidence: 99%

“…It was noticed that one of the challenges of CLIL lay in the use of L1 (Coyle et al, 2010;Tsuchiya, 2019). In the context of CLIL, students might feel uncomfortable and anxious to answer in L2, since they were unfamiliar with these terms in English and unsure about their answers.…”

Section: Engage the Studentsmentioning

confidence: 99%

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Translanguaging in content and language integrated learning (CLIL): Practices in the classroom of a Chinese university

Ding¹

2022

OLBIJ

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This article examines translanguaging practices in a content and language integrated learning (CLIL) classroom at the tertiary level in the context of mainland China. This exploratory study investigated an Englishmedium science course, which adopted the CLIL approach, in a Chinese university. Classroom audio-recording data (130 minutes in total) was collected to investigate the situations and the purposes of the teacher’s use of translanguaging. The results of the analysis show that the teacher uses translanguaging to provide background knowledge, deepen students’ understandings, improve teaching efficiency, engage students, and ensure classroom interactions. Implications for translanguaging in CLIL at the tertiary level are also discussed in this study.

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Section: Discussionmentioning

confidence: 99%

Section: Translanguagingmentioning

confidence: 99%

Section: Translanguagingmentioning

confidence: 99%

Section: Engage the Studentsmentioning

confidence: 99%

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Translanguaging in content and language integrated learning (CLIL): Practices in the classroom of a Chinese university

Ding¹

2022

OLBIJ

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“…Moreover, even in the case of task 2, which is the most EFL in nature of the four, the analysis of the task design following the MEC cycle (Lin, 2015) revealed that the level of cognitive demand was raised from lower order thinking skills (LOTS) to higher order thinking skills (HOTS). As described by Tsuchiya (2019), such emphasis on cognition may help to overcome the problem of lack of content in soft CLIL classes or, as in this example, in an EFL/ESP class.…”

Section: A Description and Analysis Of The Tasksmentioning

confidence: 99%

Beyond Written-Linguistic Modes of Meanings: Multimodal Representations to Extend the Range of Literacy Learning in EMI Students

Espinar¹,

Hernández²

2023

jltr

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The adaptation to the European Higher Education Area (EHEA) has meant a change from teacher-centered to student-centered education. Since the Bologna process, Spanish universities have promoted active methodologies, emotional intelligence in the classroom, assessment by competencies, and teaching in English. Thus, English as a Medium of Instruction (EMI) courses have increased. This paper analyzes two EMI courses taught in Education degrees in a Spanish university, from the point of view of the teaching strategies that can ensure the content learning and the literacy development of mixed-language ability students through the systematic promotion of multimodal patterns of meaning. To do so, students’ multimodal texts resulted from four class tasks were analyzed using a framework of interpretive strategies to assess to what extent they represented the meaning of the academic readings they were based on. The results of the descriptive analysis suggest that the promotion of multimodal meanings in the EMI classroom can extend the range of literacy learning and favor not only the development of linguistic skills but also digital, social, and cognitive skills likely to improve students’ academic performance in the courses that they study in English. Moreover, this approach contributes to an improvement in students’ degree of motivation.

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Teacher talk in English-medium instruction classes in Japanese universities

Davila

2022

JEMI

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English-medium instruction (EMI) courses in higher education have increased dramatically over the past decade and Japan is no exception. In the implementation of EMI courses, the role of English and the local language (Japanese) during content education is a subject of debate. The present study analyses EMI teacher talk by looking at aspects such as speech structure, and the role of language during content-education. Twelve undergraduate classes from four academic subjects in Economics, Ethics in Science, Project Planning, and Development Studies (three classes from each subject) were observed and recorded. Transcripts from these classes were analysed using Christie’s (1989) classroom discourse approach of curriculum genre, and Bernstein’s (1996) notion of horizontal and vertical discourses. Research findings revealed that there are similarities in EMI teachers’ classroom speech structure. However, the learning context has an effect on the role of English language which in turn influences content education.

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CLIL and Language Education in Japan

Cited by 7 publications

References 13 publications

Translanguaging in content and language integrated learning (CLIL): Practices in the classroom of a Chinese university

Translanguaging in content and language integrated learning (CLIL): Practices in the classroom of a Chinese university

Beyond Written-Linguistic Modes of Meanings: Multimodal Representations to Extend the Range of Literacy Learning in EMI Students

Teacher talk in English-medium instruction classes in Japanese universities

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