Developing Higher Order Cognition in a Subject-Focused ClassRichard Pinner
Session 1—Thinking skills
Participants will experience teaching approaches that develop students' cognitive abilities, integrating critical thinking into the classroom. Participants will also explore ways to equip students to evaluate the reliability and credibility of sources of knowledge as independent learners outside the classroom.
Session 2—Productive Questions
This session focuses on two classroom techniques that develop students' abilities to analyse, evaluate and create: Essential Questions and Socratic Seminars. Participants will become familiar with both techniques and will put them into practice in a context relevant to their own teaching.
As anywhere in the world, developing the so-called ‘global human resources’ is at the top of the agenda in Japanese educational policies. To give a few examples, MEXT (the Ministry of Education, Culture, Sports, Science and Technology) has selected 56 ‘super global high schools’ and 37 ‘super global universities’, which are expected to design and supply models for global education at the secondary and tertiary levels; the number of International Baccalaureate schools (Diploma Programme) is planned to increase from 27 to 200 on government support; in primary schools, full-scale English language education (i.e. three 45-minute lessons a week for Years 5 and 6 pupils) will be made compulsory in 2020. In parallel with these government-led undertakings, CLIL (Content and Language Integrated Learning) has been attracting teachers’ attention and its practices have been slowly but steadily spreading at grass-roots level. In this context, I will first talk why CLIL is considered to be effective for the education of global citizens and then show how CLIL is explained, localized and implemented in the Japanese school environment. Useful materials for CLIL teacher training will also be provided.
CLIL as a dual-focused educational approach could help achieve both the teaching of content and the mastery of the English language. It will also help teachers challenge the students’ cognitive skills, resulting in more engaged and motivated students in the class.
• presenting CLIL features and parameters to EFL teachers who have never used CLIL .
• distinguishing and comparing EFL and CLIL features.
• enumerating the thinking skills and highlighting the importance of developing them as a valuable tool to achieve lifelong learning.
• identifying the features of CLIL materials, and exemplify them with Eleanitz English CLIL project as a model in order to analyze the way in which the sequences and activities are organized and designed.
• CLIL-ing an EFL course book unit in order to adapt the current class material to suit CLIL’s parameters and features.
Developing Higher Order Cognition in a Subject-Focused ClassRichard Pinner
Session 1—Thinking skills
Participants will experience teaching approaches that develop students' cognitive abilities, integrating critical thinking into the classroom. Participants will also explore ways to equip students to evaluate the reliability and credibility of sources of knowledge as independent learners outside the classroom.
Session 2—Productive Questions
This session focuses on two classroom techniques that develop students' abilities to analyse, evaluate and create: Essential Questions and Socratic Seminars. Participants will become familiar with both techniques and will put them into practice in a context relevant to their own teaching.
As anywhere in the world, developing the so-called ‘global human resources’ is at the top of the agenda in Japanese educational policies. To give a few examples, MEXT (the Ministry of Education, Culture, Sports, Science and Technology) has selected 56 ‘super global high schools’ and 37 ‘super global universities’, which are expected to design and supply models for global education at the secondary and tertiary levels; the number of International Baccalaureate schools (Diploma Programme) is planned to increase from 27 to 200 on government support; in primary schools, full-scale English language education (i.e. three 45-minute lessons a week for Years 5 and 6 pupils) will be made compulsory in 2020. In parallel with these government-led undertakings, CLIL (Content and Language Integrated Learning) has been attracting teachers’ attention and its practices have been slowly but steadily spreading at grass-roots level. In this context, I will first talk why CLIL is considered to be effective for the education of global citizens and then show how CLIL is explained, localized and implemented in the Japanese school environment. Useful materials for CLIL teacher training will also be provided.
CLIL as a dual-focused educational approach could help achieve both the teaching of content and the mastery of the English language. It will also help teachers challenge the students’ cognitive skills, resulting in more engaged and motivated students in the class.
• presenting CLIL features and parameters to EFL teachers who have never used CLIL .
• distinguishing and comparing EFL and CLIL features.
• enumerating the thinking skills and highlighting the importance of developing them as a valuable tool to achieve lifelong learning.
• identifying the features of CLIL materials, and exemplify them with Eleanitz English CLIL project as a model in order to analyze the way in which the sequences and activities are organized and designed.
• CLIL-ing an EFL course book unit in order to adapt the current class material to suit CLIL’s parameters and features.
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
This presentation was given on Methodology Day on 18 April 2014 by Olga Goncharova.
"Learning a subject in a foreign language is becoming a popular trend, but not all schools need this as a core programme. However, CLIL elements integrated properly in regular English classes can motivate students and therefore help them learn more effectively. My talk is going to briefly introduce the main principles of CLIL methodology for those who are new to it, and then show ways of implementing CLIL for increasing YLs' motivation in the context of general English courses."
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
This presentation was given on Methodology Day on 18 April 2014 by Olga Goncharova.
"Learning a subject in a foreign language is becoming a popular trend, but not all schools need this as a core programme. However, CLIL elements integrated properly in regular English classes can motivate students and therefore help them learn more effectively. My talk is going to briefly introduce the main principles of CLIL methodology for those who are new to it, and then show ways of implementing CLIL for increasing YLs' motivation in the context of general English courses."
The Effect of Vocabulary Knowledge on EFL Oral Competenceiosrjce
: Oral production in a foreign language is a very challenging task that requires certain linguistic skills
as well as strategic competence. Vocabulary knowledge proves to play a crucial role in interactional situations.
However, few studies have investigated how both EFL teachers and learners view and analyze situations in
which learners are not producing enough spoken language in class, and the reasons behind them. The present
study will pinpoint the significant role of lexis in Moroccan learners speaking production. To this end, forty
EFL teachers and two hundred Moroccan high school students are surveyed and interviewed to reveal their
perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show
that both teachers and learners identify vocabulary deficiency as the main factor behind students’ inability to
speak English. In the present article, among the many suggestions that could be proposed to deal with this
situation, it is argued that one efficient way would be to assist the students during the process of L2 vocabulary
learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given
in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners
surveyed.
The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.
ELL Educators & Classroom Teachers: Collaborating for Success Ellevation Education
These slides accompany a webinar hosted by Ellevation and Diane Staehr Fenner. The topic was "ELL Educators and Classroom Teachers: Collaborating for Success," and the topic was on how ELL speclialists and classroom educators can work together to ensure effective implementation of Common Core State Standards (CCSS).
Plenary Speech given at ELT Research in Action (ELTRIA) Barcelona, May 10th 2024
In this talk, I will discuss the enduring relevance of the theme of authenticity in ELT. In particular, I want to discuss the place of “authentic” language in the post-truth era; the importance of knowing what is “real” when it comes to using a foreign language; and, of course, the role of Artificial Intelligence in a world where teachers still need to make meaningful connections with our students, and yet computers are altering the way these interaction might take place. I will discuss the importance of group dynamics and motivation when trying to forge a culture of authentic learning and language use in our classrooms. Near the end of the talk, I will share practical ideas for navigating this uncertain present and precarious future, and I hope to begin a meaningful discussion about the role and relevance of researching authenticity in action.
Me and My Memes: EFL students’ memes and their role in participatory cultureRichard Pinner
Memes are the “lingua franca” of the internet (Milner, 2016), and there is a small but growing body of research using memes with EFL learners (Harshavardhan et al, 2019). In this talk, I share some of my own practical experiences using memes in Japanese university classes. Students find and share memes, as well as creating and sharing their own. The values and potential pitfalls of this are discussed practically, and some preliminary data about students’ reflections and experiences of using memes are presented to begin a discussion on the potential place that memes might have in the EFL classroom. Initial response show that students found making their own memes to be a rewarding experience that gave them a connection to participatory culture (Jenkins et al, 2009).
Harshavardhan, V., Wilson, D., & Kumar, M. V. (2019). Humour discourse in internet memes: An aid in ESL classrooms. Asia Pacific Media Educator, 29(1), 41-53.
Milner, R. M. (2016). The World Made Meme: Public Conversations and Participatory Media. Cambridge, MA: MIT Press.
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: The MIT Press.
Presentation given at JALT CALL 2023 at Kumamoto, June 4th.
Using & Adapting Authentic Materials To Help Motivate Students 2021 HandoutRichard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
Using & Adapting Authentic Materials To Help Motivate Students 2021Richard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
How to Integrate Content and Language in CLIL Pedagogy Theories and ExamplesRichard Pinner
This seminar focuses on the integration of subject-matter and
English acquisition, which is the crucial aspect of CLIL (Content
and Language Integrated Learning). Theories based on the most
recent research and classroom examples informed by those
studies will be presented. The speakers are Professor Angel Lin
(Simon Fraser University, Canada), a world-famous researcher in CLIL, and Professor Makoto Ikeda (Sophia University), vice
president of Japan CLIL Pedagogy Association.
‘Concept+Language Mapping’ (CLM) as an Innovative Approach to CLILRichard Pinner
How to integrate content learning with language learning has been a central issue in current
research on CLIL (Dalton-Puffer et al.,2010). In this talk I present our experience in developing
an innovative approach, ‘Concept+Language Mapping’ (CLM) (Lin & He, 2017; He & Lin,
forthcoming), by drawing on Lemke (1990)’s ‘thematic patterns’ theory to tackle the challenge
of integrating language scaffolding into the teaching of complex content topics in secondary
science classrooms in Hong Kong. Implications for content-based language education or ‘Soft
CLIL’ will also be discussed.
The maximisation of learning in CLIL by transregister and translanguagingRichard Pinner
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.
CLIL in general and CLIL in Japan Principles, types and implementationsRichard Pinner
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.
‘CLIL and EMI in the Japanese context –Is clear demarcation possible?: an ELF...Richard Pinner
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.
The Meaning of 'Standard English' in Japan's English Education and its Role i...Richard Pinner
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.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. LOOKING AT LANGUAGE POLICY IN EDUCATION AS A
PROCESS:
A LANGUAGE MANAGEMENT PERSPECTIVE
Lisa Fairbrother, Ph.D.
Faculty of Foreign Studies,
Sophia University
l-fairbr@sophia.ac.jp
1
外国語教育におけるCLILの実践と応用
Symposium for CLIL in a plurilingual community of
practice
Language policy and education言語政策と語学教育
Sophia University, January 28th, 2017
2. OUTLINE
1. What is language policy and planning?
2. A language management perspective
3. What processes can we see behind the development
and implementation of language policy in education?
3.1 Where do language policies come from? Who is
involved? Whose interests are represented?
3.2 How are those policies implemented (if at all)?
What happens after they are implemented?
4. If CLIL were introduced as a national education policy,
what issues would we need to pay particular attention
to? 2
3. WHAT IS LANGUAGE POLICY AND PLANNING?
“Language planning refers to deliberate and future-
oriented activities aimed at influencing or modifying
the language behaviour of a speech community or
society”(Swann et al. 2004)
The results of such planning are what we call
language policies (言語政策、言語教育方針)
3
4. WHERE DOES LANGUAGE PLANNING HAPPEN?
a) macro-level: government public policy, laws
b) meso level: in institutions(団体)
(e.g., universities, schools, hospitals,
corporations, local boards of education)
c) micro level: individual interactions, in the individual
classroom
4
5. LANGUAGE MANAGEMENT THEORY
Language management theory (Jernudd &
Neustupný 1987, Nekvapil 2009) looks at
“behaviour towards language” and the processes
behind that behaviour
The theory was developed in response to the
situation common in the 1960’s and 1970’s where
language policies were made primarily by
politicians and experts without any consideration of
the actual language issues that language users
faced.
5
6. THE LANGUAGE MANAGEMENT MODEL
6
Deviation from a norm or
expectation
No noting Noted
No evaluation Evaluated
No adjustment plan Adjustment planned
No implementation
Adjustment
implemented
7. THE MANAGEMENT CYCLE
The processes connecting the micro and macro
levels (Sherman 2006, Nekvapil 2009)
“…any act of language planning should start with
the consideration of language problems as they
appear in discourse, and the planning process
should not be considered complete until the
removal of the problems is implemented in
discourse” (Neustupný 1994, p.50)
7
8. IN OTHER WORDS….
Language policy should begin with
a) an examination of the actual language problems
occurring in the language use of language users (or
their attitudes and aspirations towards language
use)
and
b) aim to remove those problems so that they no
longer appear in discourse
8
9. WHERE DOES LANGUAGE EDUCATION POLICY COME
FROM?
From a language management cycle perspective, it
should be based on an analysis of language
problems actually occurring on the ground
In reality, most policy is the result of competition
between multiple interests and influenced by a
variety of agents and actors involved at different
levels of the process
“competing managers ..with divided and competing
goals” (Spolsky 2006: 97)
9
10. WHAT ISSUES RELATING TO LANGUAGE
EDUCATION ARE NOTED?
• Problems occurring in actual language classrooms
(e.g. students aren’t getting enough speaking practice)
• Problems relating to proficiency levels
(e.g. students’ speaking skills aren’t good enough/ the
current teaching approach doesn’t seem to be working)
• Problems in the overall education system that hinder students’
language acquisition? (e.g. the university entrance exam
system)
But as Spolsky (2006) warns us, the ‘stated’ problem or
motivation is sometimes different from the ‘real’ motivation (i.e.
political interests, financial concerns etc.)
10
11. WHO IS DOING THE NOTING?
Micro-level
Teachers
Students
Parents
Meso-level
School administrators
Local boards of education
Pedagogy experts at universities
Employers
Macro-level
Bureaucrats (MEXT)
Politicians
Business leaders (経団連)
11
12. WHAT NORMS OR EXPECTATIONS ARE THOSE
PROBLEMS BEING MEASURED AGAINST?
Micro-level
Students should be able to use (speak) English
Students should be getting better exam results
Students need the skills necessary to get a job
Meso-level
Individual schools: Need to keep a good reputation in order to
attract students and extra funding
Individual companies: Need more foreign-language speakers
to help them sell or make their products overseas
Macro-level
Sensitivity to international test score rankings (Politicians)
The necessity of raising a workforce capable of dealing with
globalization (グローバル人材の育成) 12
13. COMPETING INTERESTS (利害の衝突)
Private schools often want to improve their
students’ speaking skills
BUT
They also need to guarantee that students get good
university entrance exam results
13
14. THEN WHO IS INVOLVED IN ACTUAL POLICY-
MAKING?
E.g. MEXT Guidelines for the Course of Study
(学習指導要領)
Expert advisory committee(有識者会議)
4 university professors
3 school principals
The head of an entrance exam prep school
The CEO of Rakuten
The head of an economics and international
relations research institute 14
15. MEXT 外国語ワーキンググループ
5 school principals/vice-principals
6 university professors
2 local board of education members
1 school teacher
経団連representative
15
16. WHAT LANGUAGE EDUCATION POLICIES ARE
DESIGNED TO REMOVE THOSE PROBLEMS?
Problem: Students’ communication skills aren’t good
enough for “smooth communication with people of
different countries and cultures using foreign languages
as a tool” (MEXT 2011:3)
Policy: (MEXT, 2011):
From 2013 high school English classes should be taught
through the medium of English
16
17. (HOW) ARE LANGUAGE EDUCATION POLICIES
ACTUALLY IMPLEMENTED?
In their study of the implementation of the Common
European Framework of Reference (CEFR), Byram
and Parmenter (2012) point out that:
“like any text, the intentions of its authors many not
be read by its users” (p4)
They criticize the overemphasis on the scales of
proficiency (A1, C2 etc.) and attempts to link the
scales to generalized test scores rather than its
intended context-based focus on autonomous
learning (自立的学習)and plurilingualism
17
18. HOW ARE THOSE POLICIES IMPLEMENTED?
MEXT asks local boards of education to follow their
guidelines
Training courses offered to help teachers be able to
do it
In reality (micro-level) many students are not being
taught in this way
18
19. PARTIAL IMPLEMENTATION
Just implemented in certain schools, not all schools
Just implemented in a limited number of classes
within one school
19
20. HOW IS THE IMPLEMENTATION OF POLICIES
CHECKED?
Internal school checks?
Local board of education checks?
Questionnaires and reports
20
21. THE MANAGEMENT PROCESSES BEHIND CLIL
What language education issues motivated its
development?
Who designed the approach?
(How) is it implemented? By whom?
Does the approach remove the problems it was
designed to remove? How is this checked?
What new issues are being noted after
implementation?
21
22. LOOK AT HOW CLIL DEVELOPED
Developed in the 1990’s in Europe
Questions from a language management
perspective:
Why was it developed and by whom?
How is it being implemented?
22
23. WHO WAS INVOLVED
“the European launch of CLIL during 1994 was both
political and educational” (Marsh, 2012: 1)
Political:
The European Commission(EU政策執行機関)
Educational:
Language education experts, particularly David
Marsh
23
24. ISSUES NOTED BY THE EUROPEAN
COMMISSION
Deviation:
Many Europeans were not proficient enough in other
European languages
Expectation:
need to create a practically and psychologically united
Europe where people feel European
24
25. ISSUES NOTED BY LANGUAGE EDUCATION
EXPERTS
Marsh (2002):
Communicative Language Teaching (CLT) and
Content-based Language Teaching (CBLT)
approaches did not seem to be effective enough in
raising the language proficiency of Europeans
The Canadian immersion programmes were
proving to be succesful but they didn’t suit the
European context.
Expectations: European language education needs
to be better
25
26. WHAT ISSUES WERE NOTED IN JAPAN?
According to Sasajima (2013), one motivation for
the introduction of CLIL was dissatisfaction with
Presentation, Practice, Presentation (PPP) and CLT
approaches to Teaching English for Specific
Purposes (ESP:特定目的のための英語).
At Sophia University, there were concerns about
students’ development of language proficiency (渡
部、池田、和泉 2011).
26
27. (HOW) IS CLIL IMPLEMENTED IN EUROPE?
• According to Eurydice (2012: 39):
CLIL courses are offered in nearly all European
countries.
However, no country provides CLIL courses in all
schools and “the practice is not necessarily
widespread” with some countries implementing ‘pilot
projects’only
E.g. in the UK, it is only offered in a small minority
of schools (Eurydice, 2006).
So we can see partial implementation at the macro
and meso levels.
27
28. IN JAPAN
Meso-level(Sophia University)
Since 2014 CLIL has been introduced into the
curriculum at the Centre for Language Education
and Research (CLER)
MA TESOL programme courses in CLIL
Symposiums and training workshops (like today )
28
29. IN JAPAN
Micro-level (in the classroom)
According to Sasajima (2013), ‘Soft’ CLIL is more
likely to be implemented in Japan, in contrast to the
‘hard’ CLIL implemented in Europe
• i.e. more focus on “broad linguistic aims” and
English medium instruction (EMI) rather than ‘hard’
CLIL emphasizes ‘subject-based aims and
objectives” (Ball et al., 2015:26)
29
30. THE BIG QUESTION
Does the CLIL approach work better at improving
learners’ language proficiency than the other
methods it was designed to improve on and
replace?
In other words, can we see the management
cycle? Are the problems initially noted removed
from the micro level?
There is some evidence.
30
31. EVIDENCE OF IMPROVEMENTS
(REMOVAL OF ORIGINAL PROBLEMS)
CLIL students develop better reading and writing skills
compared to students in other types of bilingual and
monolingual classes (Ikeda, 2013; Yamano, 2013;
Admiraal, Westhoff and De Bot, 2006)
Japanese students develop more positive attitudes
towards foreign language learning (McEvoy, 2014).
31
32. ON THE OTHER HAND, CONCERNING
SPEAKING SKILLS…
Regarding the classrooms that she researched in Austria,
Christiane Dalton-Puffer (2007) argued that they are:
“less good training grounds for participation in speech
events that are oriented towards interaction rather than
transaction” (p.295)
And she argues for the necessity of developing clear
language goals for the four skills.
32
33. HOW ABOUT THE EUROPEAN COMMISSION’S
AIM TO PROMOTE EUROPEAN IDENTITY?
Brexit and the recent anti-EU sentiments displayed
in France, Italy and the Netherland suggest not
33
34. BUT THE LANGUAGE MANAGEMENT PROCESS
DOESN’T STOP HERE
What new issues are being noted after attempts to
implement the approach?
Kimura(2012)refers to this as the ‘feedback’ stage,
whereby the actual implementation of a policy is
evaluated.
34
35. WHAT NEW PROBLEMS ARE BEING NOTED
AFTER THE IMPLEMENTATION OF CLIL
Mehisto et.al (2008):
Teachers’ and school administrators’
misconceptions of the approach
Greater workload for teachers
Shortage of materials
Sasajima (2013):
The Malaysian government’s 2003 CLIL education
policy was not successful because of a lack of
understanding of the basic concept of CLIL and a
lack of proper teacher training (教育実習・教員研修) 35
36. David Graddol (CLIL debate, 2005):
“In many countries they just don't seem to be
equipped to implement CLIL. When it works it
works extraordinarily well, but it is actually quite a
difficult to do well.”
36
37. WHAT TO DO NEXT?
Future CLIL policy initiatives should be trying to
remove these problems, particularly:
Misconceptions of what CLIL is
Lack of teacher training
Lack of materials
How to develop the approach to improve speaking
and listening proficiency
37
38. OTHER AREAS TO CONSIDER
Monitoring implementation:
How will we be able to make sure that all instructors are
teaching what they are supposed to be and in the way
they are supposed to be? If they aren’t how will we be
able to fix this?
Assessing the implementation:
How will we gauge whether the original problems that
triggered the development of the CLIL approach have
actually been addressed and removed from discourse
on the micro level? How will we assess whether learners
are meeting the aims of the original introduction of the
policy?
38
40. REFERENCES
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