CLIL session held at Sophia Univerisity

1. CLIL Symposium in a Plurilingual Community
of Practice: Introducing Light CLIL in A2 (CEFR)
level Foreign Language Classes
外国語初級レベルでのCLILの実践と応用

2. The Basic Principles of CLIL
CLILの基本理念
上智大学言語教育研究センター
准教授
逸見シャンタール（ＥｄＤ ＴＥＦＬ）
chantalhemmi@gmail.com

3. The most popular
definition
Content and Language Integrated Learning (CLIL)
is a dual-focused educational approach in which an
additional language is used for the learning and
teaching of both content and language.
(Coyle, Hood and Marsh 2010:1)
CLILとは２つの焦点をもった教育のアプローチで、
母語以外の付加言語を使って内容と言語を共に学ぶ。

4. The 4 Cs of CLIL
CLIL
Cognition
思考力
Communication
言語力
Content
内容
Community
コミュニティー
Uncovering CLIL
Mehisto. Marsh, Frigols (2008)
Macmillan Books for Teachers

5. CLIL in Europe
PROVISION IN ALMOST ALL COUNTRIES
In nearly all European countries, certain schools offer a form of education provision according to which
non-language subjects are taught either through two different languages, or through a single language
which is 'foreign' according to the curriculum. This is known as content and language integrated
learning (CLIL – see the Glossary, Statistical Databases and Bibliography section). Only Denmark,
Greece, Iceland and Turkey do not make this kind of provision.
Figure B9: Existence of CLIL provision
in primary and/or general secondary education, 2010/11
Source: Eurydice.
Explanatory note
CLIL provision in some schools: The practice is not necessarily widespread. For detailed information on CLIL
provision in each country, see Annex 2.
CLIL provision in all schools
CLIL provision in some schools
CLIL provision within pilot projects only
No CLIL provision

6. Hard CLIL and Soft CLIL?
O Hard CLIL is a form of subject teaching in L2 which
highlights academic achievement within the subject and
treats language development as important, but as a bonus.
O Hard CLILでは学力の達成に焦点が置かれ、言語の開発は「お
まけ」のようについて来ると考えられている。
O Soft CLIL may be offered for a short period-perhaps half a
year- and it will only occupy a portion of the hours available
to the subject: perhaps one in three.
Soft CLILは短期間（半年）で行われることが多く、３つのクラスが
あったとしたらそのうちの一つがSoft CLILとされていることが多い。
Ball, Kelly and Clegg (2015). Putting CLIL into Practice. Oxford: OUP.

7. Different types of education in
diverse educational settings
Education in a
second language
Immersion
education
Minority education Bilingual education
English-medium
education in
developing
countries
Recent English
medium science
and maths
programmes
Ball, Kelly and Clegg (2015). Putting CLIL
into Practice. Oxford: OUP
Ball, Kelly and Clegg (2015:6-10)

8. How is CLIL different?
O CLIL tends to be taught in a particular school in
one or a limited number of subjects; it rarely
involves large proportions of the curriculum. CLIL
はカリキュラムのほんの一部であることが多い。
O CLIL learners have a basic minimum level of L2
ability when they enter a programme, which is
considered adequate for them to flourish in it.
CLILの学習者はL2のが少なかれ最小限の基本的なレ
ベルを備えている。
O CLIL is dependent on good levels of CALP on the
part of learners.
O CLILでは認知学習的言語能力が高いことが求められ
ている。
Ball, Kelly and Clegg (2015:10)

9. How is CLIL different?
O CLIL is normally offered in secondary schools, though many
primary schools do offer effective CLIL courses.
O CLILは高等学校で行われていることが多いが小学校でも効果的な
CLILのコースが設置されている。
Ball, Kelly and Clegg (2015). Putting CLIL
into Practice. Oxford: OUP
Ball, Kelly and Clegg (2015:10)

10. Literacy and cognitive skills
O It is widely accepted and well supported by research
(Cummins, 2000) that learners with good L1 literacy skills and
academic language proficiency are better equipped to learn
in L2.
O Cummins (2000)の研究により、L1の読み書きの能力、及び学習
言語能力が高い学習者はL2を学びやすいことが解り、
そのことは広く人々に受け入れられている。
O A ‘common underlying proficiency’ consisting of CALP skills-
once learnt in one language , can transfer to a second.
O 認知学習的言語能力から成り立つ共通したプロフィシェンシーは
一つの言語で学べば二つ目の言語でも変換して使える。
Ball, Kelly and Clegg (2015:13)
Ball,B. Kelly, K. and Clegg, J. (2015). Putting CLIL into
Practice. Oxford: OUP
Cummins, J. (2000). Language, power and pedagogy:
Bilingual children in the crossfire. Clevedon, UK: Multilingual
Matters.

11. http://eslrw.ucalgary.ca/files/eslrw/Learner_
profiles.pdf

12. Cognition
HOTS
(Higher Order
Thinking Skills)
LOTS
(Lower Order
Thinking Skills)

13. Community (Culture)
World
Region
Country
Town/city
School
Classroom

14. http://www.slideshare.net/engnet/abcs-of-clil
ハンドアウトの２ページ

15. http://www.slideshare.net/engnet/abcs-of-clil

16. Essential Question
Why are festivals important for
people?

17. Which countries do the festivals take
place?

22. https://fr.wikipedia.org/wiki/Fête_des_Lumièr
es_(Lyon)

23. Fête des Lumières
Questions Answers
1. What does Fête des Lumières mean in
English?
2. When is it?
2. Where does it take place?
3. When did it start?
4. How do you celebrate?
5. What kind of food do you eat?
6. Why do you think festivals are important
for people?

24. Fête des Lumières
Questions Answers
1. What does Fête des Lumières mean in
English?
1. It means ‘the Festival of Lights’.
2. When is it? 2. It is on the 8th of December and lasts for
four days.
2. Where does it take place? 2. It takes place in Lyon.
3. When did it start? 3. It started in 1646 when Lyon was struck
by plague.
4. How do you celebrate? 4. We light candles along the window sills of
each house. It’s very beautiful!
5. What kind of food do you eat? 5. There is no particular kind of food.
6. Why do you think festivals are important
for people?
6. It’s important for keeping the tradition.
It’s good for the economy because lots of
people come from all over the world.

25. Chinese New Year
1. What kind of food is eaten during Chinese
New Year?
1. What do they hide inside the food?

26. • Recommended Reading
• Anderson, L. and D. Krathwohl (2000). Introduction, in L. Anderson and D. Krathwohl (eds.), A Taxonomy for Learning, Teaching, and Assessing.
Longman: New York.
•
• Benson, P. (2011). Teaching and Researching Autonomy in Language Learning. Harlow: Pearson Longman
•
• Cottrell, S. (2011). Critical Thinking Skills. New York: Palgrave.
•
• Coyle, D., P. Hood, and D. Marsh. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.
•
• Dewey, J. (1909). Moral Principles in Education. Boston: Houghton Mifflin.
•
• Leicester, M. (2010). Teaching Critical Thinking Skills. New York: Continuum International Publishing Group.
•
• Mehisto, P., D. Marsh and M. Frigols. (2008). Uncovering CLIL. Oxford: Macmillan Books.
•
• Schön, D. (1987). Educating the Reflective Practitioner. London: Jossey-Bass Publishers.
•
• Watanabe, Y. M. Ikeda, and S. Izumi. (2011). CLIL (Content and Language Integrated Learning): New Challenges in Foreign Language Education at
Sophia University. Tokyo: Sophia University Press.
•
• Williams, M. and R. Burden. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.
•
• clil-focus-interview-professor-makoto-ikeda