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日本CLIL教育学会第7回大会 発表募集

▶日時:2024年11⽉9⽇(⼟)9:35-15:30 (開場9:20)

▶会場:大阪あべのハルカス(対面)およびオンライン(Zoom)
▶大会テーマ:CLIL:深い学びのしかけがめざすもの

▶基調講演: Dr. Y.L. Teresa Ting(University of Calabria, Italy)
 

Title: "An Interactive Plenary on CLIL: Why do CLIL (Education),

How to do CLIL (Cognitive Neuroscience) and What Next for

CLIL (Disciplinary Literacy)"
 

▶会員講演: Dr. Barry Kavanagh (Tohoku University)
 

Title: "Bridging Content and Language: A Case Study of

Team-Taught CLIL in Engineering"
 

 

日本CLIL教育学会第7回大会発表申込方法】
上記日程で第7回大会を対面(大阪あべのハルカス)とZoomオンラインのハイブリッド方式で開催します。つきましては、CLILに関する発表(20分)を希望される方は、下記の要領で発表の申し込みをお願いします。多くのご応募をお待ちしております。


1)応募開始:7月25日(水)
2)応募〆切:8月17日(土)(日本時間)
3)採否連絡:9月上旬
4)応募方法:https://docs.google.com/forms/d/1lTnE8CoZOIYnrd8fJ5ESn1iZhA76TyT0AygiASBfmk8/edit

のフォームから(発表要旨:日本語300字程度)フォームの受付は7月25日からです。
5)応募資格:J-CLIL会員

*複数名による発表の場合、筆頭発表者はJ-CLIL会員であること;ただし、全員が会員であることが望ましい。この場合共同発表者で非会員の方は参加費1,000円が必要となります。

非会員の方は 2024年8月17日(土)までJ-CLILホームページより、入会の手続きを済ませてください。また,会員の方も8月17日(土)までに2024年度および過年度の年会費未納がないようにしてください。入会手続きおよび会費納入が確認されない場合は,発表自体が取り消しとなりますのでご注意ください。

日本CLIL教育学会 会長 池田  真(上智大学)
第7回大会実行委員長      柏木賀津子(四天王寺大学)
第7回大会事務局長         中田   葉月(甲南女子大学)



問い合わせ先:事務局 中田2024jclil_confa+unsubscribe@googlegroups.com

Plenary Talk 1 [Bilingual]

Dr Y.L. Teresa Ting (University of Calabria, Italy)  

Department of Chemistry & Chemical Technologies 

Title: An Interactive Plenary on CLIL:

Why do CLIL (Education), How to do CLIL (Cognitive Neuroscience)

and What Next for CLIL (Disciplinary Literacy).

 

The objective of compulsory schooling is the democratization of knowledge.  As such, regardless of the profession or trade school-leavers embark on, they should be “subject-literate enough” regarding each school-discipline so to become citizens who can evaluate the verity of claims and, when unsure, acknowledge the limits of their own understandings and thus investigate further before making decisions.  This objective of “multi-disciplinary-literacy” must be central to any proposition for education, including CLIL.  However, CLIL faces additional challenges.  To start, as students “mature” from primary into secondary education and beyond, discipline-specific notions must, of course, also “mature epistemologically”.  That is why post-primary-level school subjects become increasingly more abstract, complex and challenging to comprehend, even when presented through our mother tongue.  Indeed, upper-level CLIL implicates “the learning of complex unfamiliar Content through an oftentimes not-so-familiar foreign language (FL)”.  We must therefore ensure that the presence of a FL in CLIL, rather than becoming an added burden, becomes strategized to facilitate content-comprehension.  After all, we need a cardiologist who knows content well, regardless of her (English) foreign language skills. That said, in many non-Anglophone contexts, although school-leavers have studied English as a FL for many years, they nonetheless lack the academic and discipline-specific English they need to easily navigate an international job arena.  This “interactive plenary” will illustrate how, CLIL materials for secondary-level STEM education which have been “designed with the brain in mind”, easily “strategize CLIL” to not only facilitate the learning of complex concepts but also the mastery of the complex, academic and discipline-specific English discourse that is associated with these concepts.  

 

Biography

Teresa Ting is a tenure-track Senior Researcher in English Applied Linguistics at the University of Calabria, Italy.  She holds Degrees in both Biology and Psychology (Muskingum, Ohio, USA) and a PhD in Neurobiology (Kent State, Ohio, USA), studying learning and memory in rodent models and teaching Functional Human Neuroanatomy to medical students. Upon moving to Italy and given the opportunity to teach English, she completed an MA-TEFL (East Anglia, UK).  Teresa’s approach to CLIL is thus grounded in a “Cognitive Neuroscience approach to STEM Education”. CLIL materials she developed received the 2013 British Council ELTons Award for Innovative Writing; she has: developed secondary-level CLIL materials for the CUP Talent Series; held leadership roles in CLIL and Education Research projects (ECML, Erasmus, COST, etc.); published in various journals (IJBEB, ELTJ, etc.).

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Plenary Talk 2 [English]

Dr Barry Kavanagh (University of Tohoku)  

 

Title: Bridging Content and Language:

A Case Study of Team-Taught CLIL in Engineering

This presentation will provide an overview of a team-taught CLIL course for

engineering students by an English language teacher and a content specialist

who teaches their content through EMI. It will explore how the teachers

conceptualized the integration of content and language in CLIL, and how

their understanding was reflected in their pedagogical practices. At the

end of the course, both teachers completed surveys that focused on their beliefs, the balance of content and language, feedback to students, and the use of authentic materials such as short videos, original AI-created material, and infographics. The findings showed that differences in pedagogical practices and opinions of the two teachers were consistent with their beliefs and teaching experience. The content teacher discussed learning new techniques for creating language-driven activities and scaffolding strategies, something they had never previously incorporated into their teaching.  The implications of the course demonstrate that collaboration between content and language teachers can yield positive results and help EMI teachers wishing to give more English language support in their courses and to develop and teach future CLIL courses independently.

 

Biography

Barry Kavanagh is an associate professor at Tohoku University, Japan where he also obtained his Ph.D. His research interests include CLIL, bilingualism and computer-mediated communication, and has published widely in these areas. He is the Vice President of the J-CLIL pedagogy association and chair of the J-CLIL Tohoku chapter.

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the team
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