2019 Fiscal Year Research-status Report
Developing Intercultural Communicative Competence through CLIL in Japan and China
| Project/Area Number |
19K13303
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| Research Institution | Soka University |
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Principal Investigator |
荊 紅涛 創価大学, 学士課程教育機構, 講師 (80732940)
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| Project Period (FY) |
2019-04-01 – 2022-03-31
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| Keywords | CLIL / Intercultural competence |
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| Outline of Annual Research Achievements |
The purpose of the study is to explore effective pedagogy to develop intercultural communicative competence (ICC) in Content and Language Integrated Learning (CLIL) classroom for university English learners in Japan and China. In the first year, I designed one action research, presented two times at international conference, attended three fieldworks, published one paper and one textbook. There were 5 research action plans: (1) One action study was conducted to explore effective pedagogy to develop Competences for Democratic Culture (CDC) in CLIL classroom for university English learners at Soka university. (2) I presented the pilot study of the first action plan in “The 2nd J-CLIL Teacher Education Seminar in 2019” at Radboud University, Nijmegen, The Netherlands. One paper about the study was published in the special issue of the proceedings from the J-CLIL Teacher Education Seminar. (3) I presented another action research about development of ICC and intercultural citizenship in CLIL class in “Global English Education China Assembly” in July, 2019 in Hangzhou, China.(4) Three research fieldworks were conducted in China and Netherlands. The first one was “The 2nd J-CLIL Teacher Education Seminar in 2019” at Radboud University, Nijmegen, The Netherlands; The second filed work was CLIL investigation in Harbin city in China; The third filed work was intercultural education cooperation with Shanghai Jiaotong University in Shanghai, China. (5) One CLIL textbook was published by SANSHUSYA in February, 2020: “CLIL Intercultural Awareness”.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
The data collection and fieldworks were conducted smoothly. In the action study of action pan (1), the survey of “Competences for Democratic Culture” was created in both Japanese and English, 30 participants attended the survey. Data collection included pre and post-survey, interview, TOEIC, presentation. The fieldworks were organized very successfully because of the support and cooperation from the J-CLIL members. In Netherlands, we visited to one primary school, two secondary schools and Radboud University, collected interview data and classroom observation data. In Harbin, China, we investigated CLIL teaching and global education, we visited one primary school, one secondary school and one University. Interview data and classroom observation data were collected. In Shanghai, China, I visited to Shanghai Jiaotong University and interviewed English teachers, we decided to conduct online intercultural exchange program in 2020. The CLIL textbook was cost two years and published smoothly, J-CLIL members and the staffs from SANSHUSHA supported me a lot.
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| Strategy for Future Research Activity |
The data analysis of “Competences for Democratic Culture” survey will be conducted in FY2020, and I plan to present the result in The 3rd J-CLIL Bilingual Conference in October, 2020. In the spring semester, I continue to collect survey data in CLIL class at Kanto Gakuin University. I plan to design one intercultural citizenship education project through online intercultural exchange with Shanghai Jiaotong University from Fall semester, 2020.
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