2026年 ７月例会
更新日：5 日前
【発表者】
① 森田琢也先生（うつほの杜学園小学校） Takuya Morita (Utsuho Academy) 「英語と他教科をつなぐCLIL×探究の授業デザイン」
Designing CLIL × Inquiry-Based Lessons Connecting English and Other Subjects
② 合同発表
(1) Jane O’Toole, Ph.D.（Dept. of Education, Ireland / Primary School Teacher） “An Exploratory Study of Student Engagement with CALL Resources to Support the Learning of Japanese Kana by Ab Initio Learners of Japanese at Primary School Level in Ireland”
(2) 中田葉月先生（文部科学省） Hazuki Nakata (MEXT)
「CLILにおける文構造への気づきを促すための実践的工夫―教師支援のためのAI活用―」
Practical Approaches to Promoting Structural Awareness in CLIL: AI for Teacher Support
７月例会の様子と資料です。
森田琢也先（うつほの杜学園小学校）Takuya Morita (Utsuho Academy)
「英語と他教科をつなぐCLIL×探究の授業デザイン」
Designing CLIL × Inquiry-Based Lessons Connecting English and Other Subjects
本発表では、児童・生徒一人ひとりの多様性が高まる学校教育において、CLILの視点を生かした探究型授業デザインについて報告した。IB（国際バカロレア）のInquiry Cycleを基盤に、教科横断型の学習を構想するとともに、ユニバーサルデザインやエージェンシーの考え方を取り入れることで、児童が主体的に学びを深める授業づくりを提案した。さらに、国語教材『雪わたり』『てぶくろを買いに』と英語教材「Christian the Lion」を関連付けた実践を紹介し、教科の枠を越えて人と動物のよりよい関係性を探究する学びの可能性等について考察した。
Integrating CLIL and Inquiry-Based Learning: Designing Cross-Curricular Lessons for Student Agency
This presentation explored how CLIL can be integrated with inquiry-based learning to design meaningful cross-curricular lessons in today's increasingly diverse classrooms. Drawing on the IB Primary Years Programme (PYP) Inquiry Cycle, the presentation illustrated how inquiry, Universal Design for Learning, and student agency can be combined to foster deeper engagement and inclusive learning environments. A classroom example connected the Japanese language texts Yukiwatari and Tebukuro o Kaini with the English textbook lesson Christian the Lion. Through this interdisciplinary approach, students investigated the essential question of how humans and animals can coexist and what happiness means from different perspectives. The presentation also discussed how carefully designed reflection and action phases encourage learners to construct their own understanding and apply their learning beyond the classroom. The session highlighted practical strategies for integrating language learning with inquiry to promote both academic growth and learner agency.
Jane O’Toole, Ph.D.（Dept. of Education, Ireland / Primary School Teacher）
“An Exploratory Study of Student Engagement with CALL Resources to Support the Learning of Japanese Kana by Ab Initio Learners of Japanese at Primary School Level in Ireland”
中田葉月（文部科学省） Hazuki Nakata (MEXT)
「CLILにおける文構造への気づきを促すための実践的工夫―教師支援のためのAI活用―」
Practical Approaches to Promoting Structural Awareness in CLIL: AI for Teacher Support
小学校外国語において、CLILは内容と言語を結びつける枠組みとして有効であると考えられるが、日本では必ずしも共通の指導枠組みとして位置づけられているわけではなく、CLILを前提とした教材も十分に整備されていない。
本発表では、学習内容や文脈と切り離さずに文構造への気付きを促す英文整序アプリと、学習した文字と音の対応を用いて児童が自力で読むためのDecodable Books作成の実践を紹介した。
さらに、生成AIの活用により教材やアプリ作成の負担を軽減できる可能性を示すとともに、児童の発達段階、授業内容、授業目的、活動構成を踏まえた教師の教材設計の重要性について、今後の可能性も含めて報告した。
Practical Approaches to Promoting Structural Awareness in CLIL: AI for Teacher Support
Hazuki NAKATA (MEXT: Ministry of Education, Culture, Sports, Science and Technology)
In primary English education in Japan, CLIL can be regarded as a useful framework for connecting content learning with language learning. However, CLIL is not necessarily positioned as a common instructional framework in Japan, and teaching materials designed specifically for CLIL-based primary English education remain limited.
This presentation reported on two related practices: an English sentence reordering application designed to promote awareness of sentence structure without separating language form from the learning content or context, and the creation of Decodable Books that support children’s independent reading by using previously learned letter–sound correspondences. It also showed the potential of generative AI to reduce the burden of creating teaching materials and applications.
At the same time, the presentation emphasized that AI use should not replace teachers’ pedagogical judgment. Rather, effective material design requires careful consideration of children’s developmental stages, lesson content, lesson objectives, and activity structure.
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