第46回　J-CLIL例会

▶日時：2025年2 月15日（土）午後2 時～5時

▶場所：上智大学2号館402教室＋オンライン

Andy Roomy（東海大学 Tokai University)

“Using Group Projects in a CLIL Course” （英語・対面）

On February 15th, 2025, I was afforded the opportunity to present on some of my experiences and observations regarding using group projects in the EFL Sport and Leisure Management CLIL Program I run at Tokai University in Japan. At the beginning of the presentation, I asked my fellow CLIL practitioners for some feedback on their use of Teacher-centered Learning (TCL) and Student-centered Learning (SCL) activities and, in particular, their use of solo, pair and group work for SCL activities. I would like to share the results of the survey here. Thirteen respondents responded. 69% of the respondents stated that they enjoy group work the most of all the types of activities. However, only one respondent stated that they devote over 70% of class time to group work, whereas over 50% stated that they devoted 20% or less of class time to group work. Since group work can offer many benefits to our CLIL students, I recommend planning a series of activities that progress from TCL to SCL, and from pair to group work and scaffolding these activities through classroom activities, checklists, case studies, and templates.

2. 川上光太 Kota Kawakami（玉川大学非常勤講師）

“Exploring the Co-construction of Cognitive Discourse Functions through Dialogic Learning: Collaborative Action Research in the Japanese Secondary CLIL Context” （英語・対面）

Despite the growing interest in Content and Language Integrated Learning (CLIL) in the field of bilingual education, the notion of integration is widely contested. The construct of Cognitive Discourse Functions (CDFs) is a theoretical framework that seeks to visualise integration in the form of transparent learning objectives. In English language teaching in Japan, CLIL has attracted considerable pedagogical attention as an antithesis to the traditional grammar-translation method. However, the issue of integration has not been examined thoroughly in classroom-based research. Moreover, despite the public call for ‘interactive and deep learning’, studies investigating the dialogic aspect of English teaching are conspicuously absent.

To address this knowledge gap, this small-scale qualitative study explored the impact of CDF-informed pedagogy on English language learning and teaching in a secondary CLIL classroom in Japan. Framed as collaborative action research, the study involved working with a co-researcher teacher to jointly design and observe CLIL lessons. Data were collected through classroom observation and reflective interviews, which were then subject to discourse analysis and thematic analysis.

The findings suggested that the principles of dialogic pedagogy played a central role in facilitating the realisation of CDFs. It was also found that CDF-informed practice allowed the teacher to develop a product-based view of learning design. These results indicate that CDFs can serve as a common language in professional learning conversations to transform pedagogical practice. It is expected that this study will provide actionable insights for CLIL practitioners in Japan to engage learners in meaningful classroom dialogue.　