Abstract
Content and language integrated learning (CLIL) is an emerging approach in English teaching in Japan. It is classified into ‘strong’ CLIL, which focuses on learning content through another language, and ‘weak’ CLIL, which focuses on language learning. Using English as the language of instruction, a ‘strong’ CLIL class allows the students to learn the natural use of expressions and specialized vocabulary in the technical subject being studied. However, ‘weak’ CLIL is mainly employed in Japan due to the low English proficiency of Japanese students. In this study, a modified version of ‘strong’ CLIL was implemented in a technical college by teaching familiar Physics and Chemistry topics in English. Student perception of modified ‘strong’ CLIL was investigated using a combination of closed- and open-ended questionnaires administered at the end of each semester. Results show the extent to which students used English for communication, useful strategies to accomplish the tasks, and the challenges encountered by students in a modified ‘strong’ CLIL science class. Students reported a holistic improvement in their English proficiency, especially in reading, listening, and speaking, at the end of the CLIL class. This result shows the feasibility of using modified ‘strong’ CLIL as an alternative approach to increase Japanese students’ English proficiency.
Presenters
Regina SalmasanSpecially Appointed Associate Professor, Center for International Exchange, National Institute of Technology, Toyota College, Japan
Details
Presentation Type
Theme
KEYWORDS
Content and Language Integrated Learning, Strong CLIL, Japanese Technical College
