Diversity in CLIL in Plurilingual Communities of Practice CLILの多様性と複言語コミュニティー On January 26, 2019, the above symposium took place at Sophia University. Celebrating the presence of honorable speakers, Professors Henry Widdowson and Barbara Seidlhoffer of the University of Vienna, Professor Kumiko Murata of Waseda University, Professors Kensaku Yoshida and Makoto Ikeda of Sophia University, 226 researchers and teachers attended the event.

1. CLIL in general and CLIL in Japan
Principles, types and implementations
Makoto Ikeda (makoto-i@sophia.ac.jp)
Diversity in CLIL in plurilingual communities of practice26 January 2019

2. Outline of this introductory talk
1. CLIL in general: Definition, principles and types
2. CLIL in Japan: Implementations, benefits and problems
3. Where are we?: Placing CLIL in Japan in innovation stages

3. Definition of CLIL
Content and Language Integrated Learning (CLIL) is
a dual-focused educational approach in which an
additional language is used for the learning and
teaching of both content and language.
CLIL 2
(Coyle et al., 2010: 1)
1 CLIL in general

4. Principles of CLIL: 4Cs & 4Ts
4
Content
Cognition Culture
Communica-
tion
Task Talk
Team
work
Text
Subject knowledge
Themes/topics
Language knowledge
Language skills
LOTS: Memorising, understanding, applying
HOTS: Analysing, evaluating, creating
Cooperative learning
Global awareness
Content & language input
Cognitive activity
Co-constructive learning
Dialogic interaction
(Adapted from Coyle et al., 2010; Stoller & Grabe, 2017)
1 CLIL in general

5. Types of CLIL: strong & weak
5
Content
Cognition Culture
Communi-
cation
ContentContent Communi-
cation
Communi-
cation
Cognition CognitionCulture Culture
More languageMore content
SOFT CLIL
(language learning)
HARD CLIL
(content learning)
THEORETICAL/IDEAL CLIL
1 CLIL in general

6. l Methodology Questionnaire (four closed questions
about respondents and five open-
ended questions about CLIL)
l Respondents Participants in four J-CLIL (Japan CLIL
Pedagogy Association) seminars,
two CLIL workshops, etc.
l Period 3 February 2018 – 22 June 2018
l Number 127
Implementations of CLIL in Japan
6
(Ikeda, forthcoming)
2 CLIL in Japan

7. Secondary school
39% (49)
Higher institution
34% (43)
Primary school
14% (18)
Technical college
2% (3)
Other
11% (14)
Respondents’ affiliations (N=127)
7
2 CLIL in Japan

8. English
63% (91)
Maths
11% (16)
Science
6% (9)
Social studies
5% (7)
Other
15% (16)
CLIL subjects (N=144)
8
2 CLIL in Japan

9. Practitioners
46% (55)
Practitioners and their
affiliations
34% (42)
Practitioners' affiliations
14% (18)
Other
6% (6)
Main drivers of CLIL implementation or interest (N=121)
9
2 CLIL in Japan

10. Questions about expectations and benefits:
Q1. What aspects of CLIL are attractive or innovative for you?
Q2. What worked or went well in your CLIL experience?
→ 158 responses from 60 CLIL practitioners
Questions about challenges and difficulties:
Q3. What did not work or go well in your CLIL experience?
Q4. What are the challenges or obstacles in implementing CLIL?
→ 129 responses from 60 CLIL practitioners
Perceived benefits and challenges
10
2 CLIL in Japan

11. 18
30
21
10
32 33
16
6
3
6
26
4 2
23
7
45
12
14
1
CONTENT
2
COM
M
UNICATION
3
COGNITION
4
CULTURE
5
INTEGRATED
LEARNING
6
STUDENTS
7
TEACHERS8
CLILM
ETHODOLOGY
9
OTHER
Distribution of comments by category (N=287)
Expectations/benefits Challenges/difficulties
11
2 CLIL in Japan

12. 1 Content
Students enjoy learning content in English.
2 Communication
Students use English for real purposes,
but their English is not good enough to learn content.
3 Cognition
Students think deeply about content.
4 Culture
Students work collaboratively and have interest in other
cultures.
Summary of each category
12
2 CLIL in Japan

13. 5 Integrated learning
Students can simultaneously develop their content
knowledge, language proficiency and thinking skills.
However, lesson time is too short and assessment is very
difficult if we try to cover multiple components.
6 Students
Students are highly motivated and autonomous.
7 Teachers
Teachers enjoy teaching CLIL lessons and develop
professionally. On the other hand, they need to spend a lot
of time on materials development and lesson preparation.
13
2 CLIL in Japan

14. 8 CLIL methodology
The 4C’s framework is really useful and works, but content
teachers do not have knowledge and interest in CLIL.
9 Other
Institutional support is necessary for CLIL implementation.
14
2 CLIL in Japan

15. 1st stage A very small percentage of innovators decide
to introduce the new idea.
2nd stage The early adopters, who have noted that the
innovation produces no harmful effects, take
on the innovation.
3rd stage: The majority adopt quickly, influenced mainly
by the innovators.
4th stage: The laggards or late adopters finally give in.
Stages in innovation
15
(White, 1988: 139-140)
3 Where are we?

16. (White, 1988: 139)
16
3 Where are we?

17. References
l Coyle, D., Hood, P. & Marsh, D. (2010). CLIL: Content and language integrated
learning. Cambridge: Cambridge University Press.
l
l
l White, R. (1988).. The ELT curriculum: Design, innovation and management.
Oxford: Blackwell.
17