第47回　例会

CLIL GSA
12 分前
読了時間: 3分

▶︎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

▶︎開催時間: 5月17日（土）14:00～17:00

1. 高砂千聡

Changes in Learners’ Meaning-Making Attempts through CLIL Tasks: A Study in a 　　

　Japanese High School EFL Context

対面発表

Given the increasing emphasis on 21st-century skills in education, CLIL is gaining attention as an effective pedagogical approach to support their development. However, despite its potential, the actual process of integration in intact CLIL lessons remains underexplored. To address this gap, in this study, tasks and materials were developed based on previous studies, drawing on the 4Cs Framework and Cognitive Discourse Functions (CDFs), and implemented in a Japanese high school. Data were collected from learners’ pre- and post-instructional writing and recorded group interactions.

A multi-dimensional analysis revealed that carefully-designed CLIL tasks facilitated learners’ acquisition of subject-specific words (SSW) and deepened their content understanding. SSW learned through these tasks activated learners’ existing linguistic knowledge, enhancing syntactic fluency and complexity while consolidating content knowledge. Moreover, cognitive activities identified by the types of CDFs were effectively carried out through translanguaging, which promoted content comprehension.

The findings highlight the importance of scaffolding for cognitively demanding integrated learning, the distinct roles of L1 and L2 in cognitive processing, and the advantages of promoting SSW acquisition. These factors not only activate prior linguistic knowledge and enhance learning within individual tasks, but also support progressive development across entire task sequences. This study shed light on the multifaceted nature of CLIL-informed instruction and underscores the value of integrated learning, encouraging further refinement of its implementation.

2. Michael Varela ・川崎美智子（豊島岡女子学園中学校・高等学校、エプシロン）

　Report on a CLIL-type Lesson at a Private High School

　対面発表

J-CLIL Presentation Summary: "Designing a CLIL Lesson: Process and Reflection"Michael Varela & Michiko Kawasaki, Epsilon

At Epsilon, we primarily develop visual and hands-on English STEM lessons for schools using our extensive experience as an English school. In this presentation, we introduced a high school CLIL lesson exploring Latin’s influence on English, especially math and science terminology. The lesson used visual aids and interactive elements to help students trace word origins back to Latin and Roman history and make their own connections.

It was divided into two parts: (1) a short history of Latin reading activity and (2) an interactive worksheet with a simple timeline of Ancient Rome, followed by clear examples of Latin in English math and science terms. Students took part in group discussions on topics such as anatomy, month names, and the periodic table. These supported language development while showing how Latin continues to shape scientific vocabulary.

During the Q&A portion of our J-CLIL presentation, we reflected on what went well, challenges in lesson design and delivery, and possible improvements; such as breaking the material into smaller parts to provide more scaffolding for increased student output. This lesson reflects Epsilon’s commitment to meaningful, visual, and interactive learning, even beyond our usual STEM-based CLIL.

Epsilonでは、理科や算数・数学を通じて英語を教える授業案の作成やCLIL型授業実践している。日本語を介さず英語だけで説明し思考させることを通じて、英語力を自然に育むことを目的としている。今回は通常とは異なり、教科横断型の特別授業に取り組んだ。参加する生徒の英語力や関心が未知である中、従来の「教えるー教えられる」という関係を超え、生徒自身が興味をもって学びを深められるような授業設計を目指した。

授業者は、近年興味を持っていた「ラテン語が現代の理科用語に与えた影響」に注目し、視覚教材やアクティビティを通じて、ラテン語・英語・科学・歴史をつなぐ内容を組み立てた。科学教師との連携により、内容の正確性や導入の工夫も加えた。また、万が一、生徒が難しさや退屈さを感じた場合に備え、数学的思考を活用した太陽系の代替レッスンも準備して授業に臨んだ。

実際の授業では、生徒たちはラテン語の背景、理科用語とのつながり、歴史的変遷など、それぞれが異なる関心を持って積極的に取り組み、活発なグループ活動が展開された。事後アンケートでも、関心の分野が特定のテーマに偏らず、多様な興味が引き出されていたことが確認できた。今後は、学びを振り返り言語化するためのライティング活動の導入が課題となるが、生徒と共に授業を構築することの面白さと、教科横断の可能性を強く実感する機会となった。