Impacts of CLIL: Trends in Southeast Asia

2015 Fiscal Year Final Research Report

• Project/Area Number: 24520672
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Foreign language education
• Research Institution: Kyoto Notre Dame University
• Principal Investigator: OKIHARA KATSUAKI 京都ノートルダム女子大学, 人間文化学部, 教授 (10094062)
• Research Collaborator: Fuchs Evelin Catholic University of Education, Professor of English ; Coleman Hywel University of Leeds, School of Education, Honorary Senior Research Fellow ; Hadisantosa Nilawati Atma Jaya Catholic University, Faculty of Education, Professor of English ; Keyuravong Sonthida King Mongkut's University of Technology, School of Liberal Arts, Professor of English
• Project Period (FY): 2012-04-01 – 2016-03-31
• Keywords: CLIL (教科と言語の統合学習) / 英語教育 / 東南アジア / 言語教育政策 / 学習言語

Outline of Final Research Achievements

There was a general sense of dissatisfaction with the outcome of modern foreign language teaching at school when CLIL (Content and Language Integrated Learning) was first advocated in Europe in the mid 1990s; CLIL emerged as the new technology for saving the apparently failing foreign language teaching. As CLIL subsequently spread around the world, its original definition became diffused and blurred and its role as the savior still remains unproven. The English CLIL transferred to schools in some Southeast Asian countries seems to be causing confusion rather than bringing about improvement in ELT. With this situation in mind, this study tried to draw implications posed by CLIL for ELT innovations in Japan. The findings include necessary conditions for implementing CLIL in EFL contexts, specification of ‘academic language’ to be shared among different curricular subjects, small-scale promising collaborations between ELT and some content subjects as found in Super Science High School.

Free Research Field

英語教育学