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. The Meaning of 'Standard English' in Japan's
English Education and its Role in
Teaching Content
Kensaku Yoshida
yosida-k@sophia.ac.jp

2. Looking Inward and Lack of Confidence in
Using Foreign Languages?

3. 2014
Image of English being used in society and by students themselves
Social needJunior
High
student
Personal need
Senior
High
student
Social need
Personal need
No need Will use sometimes Will use English Will always use English

4. http://www.sanno.ac.jp/research/pdf/global2017.pdf
Should Japanese companies proceed with globalization?
Yes

5. What ability is most needed in working abroad?
Language and communication ability

6. Would you like to work abroad? No

7. Reasons for not wanting to work abroad
Do not have confidence in language ability

8. What kind of English should be taught to
raise students’ confidence?

9. Contents of JTEs teaching and student activities (Junior High)
Reading aloud
Pronunciation Practice
Grammar explanations
Grammar Practice
Listening of text
Q&A of text
Memorizing and practicing key sentences
Spontaneous use of English to talk about self
Listening to authentic English
Summary retelling of text
Reading authentic texts
Writing summary of text
Discussion
Debate
Benesse (2015)

10. Kawashima (2013)
The Effects of Exposure to Non-native English on Self-confidence of Japanese High
School Students. Unpublished PhD dissertation, Macquarie University.
Exposing non-native English to high school students
→ the more non-native varieties of English the students are exposed to
in class, the more the students themselves develop positive attitudes towards
non-native varieties of English, as well as towards using non-native Japanese
English
→ the less exposure to non-native varieties of English and the lower
the English proficiency level of the students, the more negative their attitude
becomes towards non-native varieties of English, and the stronger their
attitude becomes towards the use of native English

11. Results show that although the participants were
learning English as a foreign language and their goals
for learning English were to achieve native-like
competence, they mainly had Japanese teachers of
English in mind as speaker models. Although it is not
necessary to have native-like English in order to be seen
as a speaker model, it is necessary for students to
observe the speaker model using English for
communicative purposes.
Characteristics of speaker models for
Japanese university students
Kenta Yamanouchi
Eurasian Journal of Applied Linguistics 1 (2015) 5–23
students’ attitudes about what characteristics led
students to see someone as a speaker model

12. Importance of communication activities
in the classroom

13. It’s
5 4 3 2 1
It
It’s fun to listen to the teacher
and other students speaking
English
It’s fun to interact with the
teacher and other students in
English
5 areas 4 areas 3 areas 2 areas 1 area NONE
Listening, Reading, Spoken Interaction, Spoken Production, Writing (5 areas) NONE = Using Japanese to teach English
It’s fun to listen to the teacher and
other students speaking English
It’s fun to interact with the teacher
and other students in English
I try to express my ideas and feelings in
English whenever possible
It’s fun to talk about simple topics
to the teacher and classmates
It’s fun to read English passages
never seen before
I raise my hand as much as possible
It’s fun to write about my feelings
and thoughts in English
It’s fun to write about my
feelings and thoughts in English
0 1
2
English classes from the eyes of junior high school students
%
90
80
70
60
50
40
30
20
10
0

14. What teachers think are ‘most important’ in their teaching
Not necessarily conducting their classes in English
Although overall, 75% say it’s important to teach in English
The main reason for why the above are very important
Students show interest
Read English to understand the writer’s intentions
Have students talk about their own thoughts
Conduct class in English
Listen to English to understand the writer’s intentions
Have students write about their own thoughts
Have students organize their message logically to talk and write
Conduct activities integrating all four skills
) ( 0 7 2 1
Importance of CONTENT

15. Does Communicative Language Teaching
Prepare Students for Entrance Exams?
0 7
3 ) 1 ) 2
7 ) ) 9 (
Students studying in schools where English is being
taught comprehensively (using all four skills) do
better in not only Speaking and Writing, but also in
Listening and Reading.

16. L
L
1SELHi -0 GTEC -
l
l
3 i
4 3
4 T G
H G
0 6920
1853 G
2
H i
40 G 7
GTEC T 8
5 SELH 7
S2
GTEC TotalE C i
University
Center Test
Results
1st year 2nd year 3rd year
Effects of SELHi English Education
(Super English Language High Schools)
SELHi Students’ GTEC scores higher than normal high schools
SELHi Students’ Center Test Scores higher than normal high schools

17. What the Course of Study says

18. ,
In order to communicate in a foreign language, students must
understand the foreign language and the culture from the
perspective of the society and the world in which they live, as well
as in relation to the people with whom they are living. They must be
able to restructure and reconstruct their ideas, etc., in accordance
with the objectives and the situations in which the communication
takes place.
Perspectives on how to teach foreign languages for the
purpose of communication
New Course of Study

19. ,
Standard English
Plain English/English for International Communication
English that is not biased towards the English spoken in
any specific region or by any specific group of people.
Furthermore, English that is not over-colloquial.

20. American Inner Circle)
Indian Outer Circle)
Japanese (Expanding Circle)
American (Inner Circle)
Indian Outer Circle)
Japanese Expanding Circle)
Communication most important condition for
creation of English for International Communication
situa&ons in which English for interna&onal
communica&on become important}
English for Interna&onal communica&on exists only in contexts of
communica&on (not competence but performance)
cf. The Interaction Hypothesis

21. Whose English is American English?
Our English as the product of Performance
Whose English is British English?
Whose English is Indian English?
Whose English is Japanese English?
THEIR
ENGLISH
MY
ENGLISH
Whose English is English as Lingua
Franca?
OUR
ENGLISH
Only created when there
is content to be conveyed