Developing a motivating CLIL based approach to teaching literature to promote communicative competence, content competence and a global mindset

Research Project

Project/Area Number	22K00783
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Review Section	Basic Section 02100:Foreign language education-related
Research Institution	Ritsumeikan Asia Pacific University
Principal Investigator	PATTISON Steven 立命館アジア太平洋大学, 言語教育センター, 准教授 (40550398)
Co-Investigator(Kenkyū-buntansha)	小島直子立命館大学, 政策科学部, 准教授 (80624890) レッドリックジェレミー藤女子大学, 文学部, 准教授 (90646259)
Project Period (FY)	2022-04-01 – 2026-03-31
Project Status	Granted (Fiscal Year 2022)
Budget Amount *help	¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000) Fiscal Year 2025: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000) Fiscal Year 2024: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000) Fiscal Year 2023: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000) Fiscal Year 2022: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Keywords	CLIL / 4Cs / Engagement / Text Selection / Literature and Language / CEFR / Can-do Statements / Literature / Communicative / Motivation
Outline of Research at the Start	Our project will focus on a set of four learning objectives which the study of English language literature supports: communicative competence, content competence, global mindset, and motivation. Using this set of principled learning objectives, the project aims to trial and test the design and implementation of literature in CLIL based courses at two Japanese universities. The investigators will employ an evaluative framework that comprises four learning objectives to set clear goals and then systematically monitor the degree to which these goals are met.
Outline of Annual Research Achievements	We have completed our initial work on investigating the factors involved in engagement in such a course, and students’ motivation for choosing to take a literature course taught in English. We have also developed a method for creating a blueprint for a literature course that involves the use of modified Can-do statements within the 4Cs structure often utilized in CLIL (Content and Language Integrated Learning). The 4Cs (Content, Culture, Cognition, and Communication) model closely corresponds to the framework we developed in preparation of our application. To investigate engagement, we developed a survey and questions for semi-structured interviews for use at Fuji Women’s University in Sapporo. The interviews were recorded and have been transcribed and translated. At PanSIG (Nagano) the Co-I presented a model for conducting a CLIL course with a literature focus, including some practical ideas for activities. The PI presented on engagement in relation to the selection of texts, which involved an extensive review of the literature on using literary texts in the language classroom and resulted in the production of a comprehensive rubric for use in the future selection of texts. We also presented our research on in-class activities and assignments designed to maximize student engagement through an approach aligned with the 4Cs at the JALT International Conference held in Fukuoka in November 2022. We carried out an extensive survey of extant Can-do statements which provided us with a framework for explicating the use of literature in a course structured in line with the 4Cs.
Current Status of Research Progress	Current Status of Research Progress 2: Research has progressed on the whole more than it was originally planned. Reason We faced no major obstacles in our first year of this project. We were able to meet regularly and plan our work for the year. We could work collaboratively, make progress in our work, and present at two conferences. These were also good opportunities for us to meet and discuss the next steps of our project.
Strategy for Future Research Activity	We hope that the groundwork completed in 2022 will stand us in good stead as we continue our research in 2023, including the analysis of literature in the field and data collected from interviews. We plan to do further data collection and write at least two academic papers. The 4Cs and Can-do statements will be utilized in various ways, including students’ self-evaluation, analysis of interview transcripts, and the systematic approach to mapping out the course objectives and finding ways to achieve those through the course structure and the materials and activities used therein. The text-selection rubric will continue to be utilized in the selection and evaluation of course texts and refined further. We will also investigate the effectiveness of course modifications on students' learning.