J-CLIL第48回例会

CLIL GSA
1 日前
読了時間: 4分

更新日：9 時間前

▶日　　時：2025年6月21日（土）14:00～17:00

▶︎会　　場：早稲田大学戸山キャンパス32号館127教室（対面）+オンライン 1. Ana Isabel García Abellán （Catholic University of Murcia (Spain)）(オンライン）

Designing Innovative Educational Projects in Bilingual Schools: From Observation to Transformation

This session explores the development and implementation of innovative educational projects in CLIL contexts. An innovative educational project aims at solving a problem or improving a teaching-learning process. It involves changes in the educational practice stemming from the observation of and reflection on the needs of different stakeholders. By addressing real challenges in teaching and learning, such projects achieve transforming classroom practices through creativity, interdisciplinarity, and community engagement. Focusing on bilingual education, the presentation outlines a structured methodology for designing innovative projects. It begins with observation and reflection on the needs of all stakeholders (students, teachers, and families) followed by the design and application of creative solutions. Interdisciplinarity is emphasized as a powerful tool for fostering connections across subject areas, while the integration of communication, cognition, and culture adheres to the principles of CLIL.

Community-based learning is another cornerstone of the approach, encouraging partnerships between schools and local communities. One featured project, implemented in a bilingual school in the Region of Murcia (Spain), exemplifies this model. Using the school garden as a cross-curricular learning environment, the project engaged students in different bilingual subject areas, while also exploring the region’s agricultural heritage. Participants will leave with a clear understanding of what constitutes an innovative educational project, enriched by practical examples and a guide to designing and implementing their own initiatives. This session invites educators to embrace a cooperative, reflective, and action-oriented perspective in CLIL programs through innovation.

2. 原島章暢（明治大学付属明治高等学校・明治中学校）　高校における概念型CLIL実践と授業改革―４技能と「転移可能な概念的理解」の両立を目指して（対面）

AI時代における教育では、「知識・技能」に加えて、今まで以上に生徒各々の「思考」を深める実践が求められる。そこで本実践では、英語力の育成とともに「深い概念的理解」を促す授業を目指した。具体的には、他者との協同学習を通して思考の深まりを促し、その結果「ステレオタイプ」「物語」という概念が彼らの日常生活に定着し、ものの見方や人との接し方に変化が生じることを狙った。

実際の授業（高１・２学期後半）では、映画『アナと雪の女王』を題材に、内容学習（「物語」「ステレオタイプ」という概念に着目し、ディズニーがアンデルセン版「雪の女王」をどう現代風にリメイクしたか分析する）と言語学習（ディクテーション、完コピ let it go、声優なりきりシャドーイングテスト、英文「物語とステレオタイプ」読解）を平行して行い、最後に生徒たち自身の手で有名な昔話をステレオタイプにはまらない展開にリメイクし、紙芝居で発表してもらった。単元成功に向け４月から「徹底的な発音・音読指導」「英語を話す雰囲気づくりと基礎的言語技能向上のための帯タスク」「４技能全体を高めるための教員間の協働」を実施した。

授業後の感想では「今まで受けたことのない授業だった。４スキルの向上に加え物事の考え方まで学ぶことができた」「自分の中の『ステレオタイプ＝当たり前』に向き合わないといけないと感じた」「テストに関係なく自分のためになった」などが見られた。

In education during the age of AI, it is increasingly important not only to develop students’ knowledge and skills, but also to deepen each student’s individual thinking. In this practice, the goal was to design lessons that fostered deep conceptual understanding alongside the development of English proficiency. Specifically, the lessons encouraged deeper thinking through collaborative learning with others, aiming for the concepts of

“stereotype” and “story” to take root in students’ daily lives, ultimately influencing the way they view the world and interact with others.

In the actual lessons (conducted with first-year high school students during the latter half of the second semester), the Disney film Frozen was used as the main material. Content learning (focusing on the concepts of “story” and “stereotype” and analyzing how Disney adapted Andersen’s The Snow Queen into a modern version) was conducted alongside language learning activities (such as dictation, reproduction of Let It Go, shadowing tests in the style of voice acting, and reading comprehension of an English text titled “Stories and Stereotypes”). As a culminating task, students rewrote a well-known folktale into a new version that avoided stereotypical elements and presented it in the style of kamishibai (paper theater).

To ensure the success of the unit, preparations began in April, including intensive pronunciation and oral reading instruction, daily language tasks to foster an English-speaking atmosphere and improve basic skills, and collaborative teaching with other teachers to develop all four language skills.

Students' reflections after the lessons included comments such as:

“This was unlike any class I’ve ever taken. I was able to improve not just my four skills, but also the way I think.”

“I realized I needed to confront the idea that ‘stereotypes = normal’ within myself.”

“Even though it wasn’t directly connected to a test, it felt meaningful and valuable to me.”