CLIL in Practice in Japanese Elementary Classrooms: An Analysis of the Effectiveness of a CLIL Lesson in Japanese Traditional Crafts

Ito, Yukiko

doi:10.5539/elt.v11n9p59

Cited by 23 publications

(4 citation statements)

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“…Therefore, in this research we focus on CLIL (Content and Language Integrated Learning), which aims to develop higher-level thinking skills while acquiring language skills and learning content from other subjects. The results of CLIL lessons have been confirmed by many researchers (Ito, 2018;Kashiwagi & Tomecsek, 2015;Yamano, 2013). Furthermore, Sasajima (2011) states that instead of suffering, through CLIL native language improves along with English proficiency.…”

Section: Introductionmentioning

confidence: 52%

The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL

Ito¹

2019

ELT

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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.

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Section: Introductionmentioning

confidence: 52%

The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL

Ito¹

2019

ELT

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“…Naše soft CLIL učne enote na temo trajnostni turizem v okviru pouka tujega jezika so lepo predstavile, kako lahko trajnost povežemo s konkretnimi spremembami v družbi in tako v majhnih korakih, postopoma, z majhnim učinkom dvignemo trajnostno zavest pri mladini, ki jo bo netrajnostni razvoj v bodočnost najbolj prizadeval. Ugotavljamo, da je CLIL učinkovito orodje, primerno za izobraževanje za trajnostni razvoj (Ito, 2018).…”

Section: Trajnostni Turizemunclassified

Razumevanje trajnostnosti med mladimi v luči vpliva soft CLIL učnih enot pri dijakih drugih letnikov gimnazijskih programov / Understanding sustainability among young people in the light of the influence of soft CLIL learning units in second year students of high school programs

Vovk¹,

Dolinšek²

2022

Obrazi Več-/Raznojezičnosti

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Although we hear a lot about sustainability and sustainable development, the understanding of these concepts is still poor, which is also confirmed by the slow implementation of these principles in people's way of life. If years ago, we only heard about sustainable development, nowadays the term sustainability is increasingly used, which indicates the deeper meaning of this word. The definition of sustainable development only emphasizes economic development but not social, societal, ethical and environmental development. Therefore, instead of sustainable development, we speak of a sustainable future, which includes aspects of management and maintenance of balance on Earth. As part of the Erasmus + Problemorientierter Soft CLIL Ansatz für nichtenglischen FS Unterricht, we conducted a survey on the understanding of sustainability and sustainable tourism among second year students. The survey was important because knowledge about sustainability is weak among young people. The questionnaire contained questions on understanding different aspects of sustainability and sustainable tourism. We conducted it twice, before and after using the module Sustainable Tourism, with the aim of assessing the impact of this content on students' understanding. An important result of the work is the terminological and content contribution of the understanding of sustainability and sustainable tourism with a focus on young people, especially in the context of a foreign language.

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“…This limits activities where content and language can be taught, learned, and assessed. There is a growing argument for the necessity of bilingual education; yet, CLIL is not systematically represented in the national curriculum and is largely implemented at the grassroots level (Ito 2018). Many CLIL (similarly to EFL) classes are taught primarily using the L1 Japanese.…”

Section: Geographical Contextsmentioning

confidence: 99%

Conceptualising Assessment and Learning in the CLIL Context. An Introduction

Leontjev

deBoer

2020

Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms

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Multiple CLIL writers (e.g. Ball, Kelly, & Clegg 2015) have emphasised the significant role of assessment in promoting learning in CLIL classrooms, where there is a dual focus on learning content and language (Genesee & Hamayan, 2016). Because of this dual focus, the assessment process in CLIL becomes more complex. Assessment in CLIL should provide insights into learner content and linguistic knowledge, as well as strategies used to learn both content and language in order to identify student progress and needs. This should inform both teachers and students in how to enhance learning. Despite excellent overviews, guidelines, and practical activities in CLIL assessment (Lin 2016; Mehisto & Ting 2017; Quartapelle 2012), teachers express concerns about adopting new assessment practices, principles, and techniques and are underusing the potential to support learning (deLuca & Bellara 2013; Hill 2017a; Tsagari & Vogt 2017).This chapter introduces (a) classroom-based assessment promoting learning, focusing on assessment for learning and learning-oriented assessment, (b) CLIL, and (c) teaching, learning, and assessment in CLIL. We will then synthesise these to inform our conceptualisation of assessment promoting teaching and learning of content and language in CLIL classrooms. A further role of this chapter is to introduce essential terms, notions, and conceptualisations used in the volume.We will next discuss classroom-based assessment promoting learning in general without discussing CLIL. Our intention is to set the boundaries of how we conceptualise

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CLIL in Practice in Japanese Elementary Classrooms: An Analysis of the Effectiveness of a CLIL Lesson in Japanese Traditional Crafts

Cited by 23 publications

References 1 publication

The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL

The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School CLIL

Razumevanje trajnostnosti med mladimi v luči vpliva soft CLIL učnih enot pri dijakih drugih letnikov gimnazijskih programov / Understanding sustainability among young people in the light of the influence of soft CLIL learning units in second year students of high school programs

Conceptualising Assessment and Learning in the CLIL Context. An Introduction

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