第50回例会　

葉月中田
10月6日
読了時間: 3分

▶︎９月20日（土）14:00～17:00

▶︎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. Erlie Miranda・林健太郎（プノンペン日本人学校）

「プノンペン日本人学校のCLIL英語授業」（対面＋オンライン）

Erlie Miranda, Kentaro Hayashi (Japanese School of Phnom Penh)

“CLIL Practice Report in Japanese School of Phnom Penh”

ERLIE MIRANDA

This presentation shares the experience of implementing the Content and Language Integrated Learning (CLIL) approach at the Japanese School of Phnom Penh, Cambodia. Beginning in April 2024 with Grades 4–6, CLIL lessons were designed to integrate meaningful content with English language learning, focusing on locally relevant and globally important topics such as agriculture, recycling, climate change, and heatstroke awareness. Lessons emphasized the 4Cs framework: Content, Communication, Cognition, and Culture, through activities that promote critical thinking, creativity, and intercultural understanding.

Key highlights include a Grade 5 unit on waste management, where students explored Cambodia’s garbage problem through authentic materials, collaborative tasks, and a field study at a recycling facility. Students produced presentations, idea sheets, and creative videos proposing solutions, demonstrating how language can be used as a tool for real-world communication and problem-solving. Team teaching and scaffolding strategies supported learners’ diverse needs, while formative assessments and student feedback indicated high engagement and improved language confidence.

This presentation also reflects on challenges and successes, showing how CLIL can create transformative learning experiences beyond the classroom. The ultimate goal is not grammatical perfection but empowering students to communicate, take risks, and grow through authentic learning opportunities.

林健太郎

今回の発表では、プノンペン日本人学校がこの2年間で取り組んできたCLIL実践についてご紹介しました。まず、日本人教員の役割として、教科書とCLILを関連付けた授業構成や児童の興味に沿ったテーマ設定、高い授業水準の維持の重要性を示しました。次に、単元テストを通した成果を紹介し、さらに児童の英語力の伸びを3年間のデータで示しました。最後に、指導者が感じたCLILの魅力を共有しました。CLILはプノンペン日本人学校の英語教育を大きく変え、児童の英語力を飛躍的に向上させています。これからもCLILの授業の実践を重ね、児童にとって最適な英語授業を築いてまいりたいと考えています。

2. 鈴木康介（上智大学大学院言語科学科言語学専攻英語教授法コース（TESOL）修士２年、横浜女学院中学校高等学校非常勤講師）

“The Potential and Constraints of MEXT Authorized Textbooks of Japanese Junior

High Schools in terms of the Feasibility of Soft CLIL” （対面）

This study examined two MEXT-authorized junior high school English textbooks in Japan to evaluate their potential and limitations for implementing Soft CLIL lessons. A combination of quantitative and qualitative analyses was used. The quantitative findings revealed that while the textbooks provide students with a solid base of factual knowledge, they are limited in terms of presenting broader conceptual knowledge. In addition, the results showed that the textbooks alone do not sufficiently develop the four language skills in a balanced way; teachers need to purposefully design and incorporate output-oriented activities to foster students’ overall communicative competence. The qualitative analysis highlighted that although both textbooks contain some elements of Soft CLIL, their effectiveness depends on how teachers integrate the approach. Specifically, the findings suggest that teachers must make explicit and deliberate efforts to connect the 4Cs framework of CLIL into classroom practice in order to achieve the intended educational benefits. Overall, the study concludes that MEXT-authorized textbooks do provide a foundation for Soft CLIL, but relying solely on the given lesson flow is insufficient. Effective Soft CLIL implementation requires teachers to recognize both the potential and the constraints of these textbooks and to actively adapt them from a CLIL perspective.