This document discusses CLIL (Content and Language Integrated Learning) in Japan. It outlines the status quo of English language teaching in Japan, why CLIL is being promoted, and how CLIL is being diffused. English proficiency in Japan lags countries with historical or economic ties to English. CLIL is being promoted to develop global citizens through content-driven language learning that research shows improves skills like vocabulary and writing. CLIL training and resources are growing to support its diffusion in Japanese schools from primary to university levels.

1. 1
CLIL in Japan: Educating global
citizens in the 21st century
16 March 2015
50th RELC International Conference
Makoto Ikeda
Sophia University
makoto-i@sophia.ac.jphttp://www.cliljapan.org/
Outline
1 What is the status quo of ELT in Japan?
2 Why are we promoting CLIL?
3 How are we diffusing CLIL?
1 What is the status quo of
ELT in Japan?
Accent rating means
(pleasantness)
Raters Native Non-native Self
Swedish English 2.18 2.85 2.60
German English 3.27 3.35 3.00
Spanish English 2.75 3.40 3.95
Brazilian English 2.21 3.35 3.04
China English 3.90 3.72 2.68
Japanese English 3.00 4.11 3.43
(Based on Jenkins, J. 2007, English as a lingua franca: Attitude and identity, Oxford:
Oxford UP, pp. 161-165)
Comments on Japanese accent
 Not very good
 Difficult to understand
 Almost incomprehensible
 Like a strange melody
 Torture!
(Jenkins 2007, pp. 174-175)
TOEFL iBT scores by country
2009 2013
Denmark 100 98
Spain 88 89
Singapore 99 98
Philippines 88 89
Finland 97 96
Israel 94 93
Korea 81 85
China 76 77
Japan 67 70
(Based on Test and score data summary for TOEFL iBT tests, http://www.ets.org/toefl)
Indo-European
languages
Former
colonies
Small advanced
countries
‘Need to have’
English
‘Nice to have’
English

2. 2
Why are we weak in English ?
 Linguistically not related
 Historically not colonized
 Economically not small
 Geographically not surrounded
 Socially not required
 Educationally not up to date
Government’s ELT policies
 Starting full-scale English education at
primary schools
 Urging secondary school teachers to
teach English in English
 Increasing the number of International
Baccalaureate schools
 Selecting 37 higher institutions as
‘super global universities’
 Introducing 4-skill English entrance
examinations for universities
Improving ELT in Japan
Government ELT policies
Individual practices
such as
blended learning
flipped classroom
CLIL
2 Why are we promoting CLIL?
Benefits of CLIL in SLA
theories
 rich meaningful input
 authentic interactions
 ‘organic’ skills integration
 enhanced motivation
 appropriate language transfer
Transfer-appropriate
processing
Remembering what we learn is easier
when we are in a situation that is similar
to the one in which we learned it in the
first place or when using the kinds of
cognitive processes that we used during
learning. (Lightbown 2008, 2014)

3. 3
Research evidence
CLIL students are better at
 vocabulary
 morphosyntax (grammar)
 oral fluency
 writing accuracy
 communication strategies
But not at pronunciation, non-technical
language and writing coherence/discourse.
(Dalton-Puffer, C. 2015, ‘Policy and practice of CLIL in Europe and
beyond’, Open lecture at Sophia University, Japan)
ICJR – CLIL in Japan
Learning outcomes in writing
(Ikeda, M. 2013, ‘Does CLIL work for Japanese secondary school
students?: Potential for the weak version of CLIL’, ICRJ, 1/5)
N=69
Improved fluency and
complexity
埼玉県立和光国際高校２年生「異文化理解」履修者69名（2013年3月実施）
Category Scale Test Mean SD t-value
Holisticscore Criterion score Pre-test
Post-test
2.03
2.72
0.73
0.77
-8.10**
Fluency Numberof words Pre-test
Post-test
153.67
196.38
53.24
63.99
-6.47**
Accuracy Numberof errors Pre-test
Post-test
15.03
19.61
8.30
10.04
-3.55**
Numberof errors
persentence
Pre-test
Post-test
1.07
1.29
0.43
0.54
-2.98**
Complexity Numberof word types Pre-test
Post-test
83.38
97.33
21.09
24.86
-4.86**
Percentage of Base list 1words Pre-test
Post-test
83.92
80.88
5.14
5.33
3.76**
Percentage of Base list 2words Pre-test
Post-test
4.78
5.16
2.48
2.48
-1.07
Percentage of Base list 3words Pre-test
Post-test
3.00
3.39
1.79
1.37
-1.75
Percentage of otherwords Pre-test
Post-test
8.30
10.58
4.12
4.75
-3.40*
Students’ perceptions
(Ikeda 2013）
N=74
CLIL is NOT
just about English!

4. 4
CLIL
global
education
international
comprehensive
21st century skills (ATC21S)
Cognition Communication CultureContent
3 How are we diffusing CLIL?
Senior
HS
Junior
HS
Growing interest in CLIL
UniversityPrimary school
Publications in Japanese
2011
Sophia UP
2012
Sophia UP
2011
Sanshusha
2013
Taishukan
2014
Sanshusha
Websites

5. 5
http://primary.cliljapan.org/ Specialists from Europe
David Marsh
2009
Do Coyle
2011
Peeter Mehisto
2012
Rosie Tanner
2013
Christiane Dalton-Puffer
2015
???
2016
???
2017
Free teacher training
Mapping CLIL
GTM
AL
CLT (strong)
TBI
Submersion
‘sink or swim’
EFL EFL/ESL ESL
CLT (weak)
PPP
CLIL
CBI
AL = Audio-lingualism ESL = English as a second language
CBI = Content-based instruction GTM = Grammar translation method
CLT = Communicative Language Teaching PPP = Presentation-Practice-Production
EFL = English as a foreign language TBI = Task-based instruction
EMI = English medium instruction
Immersion
EMI
Structure-based
instruction
Communicative
instruction
Natural
acquisition
Do Coyle’s ‘the 4Cs of CLIL’
Content
Cognition Community
CLIL
Communication

6. 6
Communication
Language
through
learning
Language
for
learning
Language
of
learning
Communication
Content-specific language
Content-compatible language Recycling & incidental learning
Cognition
HOTS
(Higher Order
Thinking Skills)
LOTS
(Lower Order
Thinking Skills)
Community/culture
World
Region
Country
Town/city
School
Classroom
Good CLIL pegagogies
1 Placing equal emphasis on content
learning and language learning
2 Encouraging the use of authentic
materials (e.g. webpages, newspaper)
3 Giving multimodal input (i.e. written/
spoken texts, graphics, statistics, videos)
4 Using various levels of thinking skills
(i.e. LOTS and HOTS)
5 Giving many tasks
6 Making the most of cooperative learning
(e.g. pair work, group work)
7 Providing scaffolding in content and
language
8 Incorporating elements of cross-
cultural understanding and global issues
9 Integrating the four skills
10 Instructing learning skills
CLIL is like …
Cognition
Content
Language
Culture
CLIL

7. 7
CLIL is more like … Non-CLIL vs. CLIL
Non-CLIL CLIL
instruction interaction
monologic dialogic
spoon-feeding scaffolding
unimodal multimodal
artificial authentic
out of context in context
segregation integration
practice use
exercises tasks
translating translanguaging
repetition cognition
LOTS (Lower-Order Thinking Skills) HOTS (High-Order Thinking Skills)
shallow learning deep learning
Non-CLIL teacher vs.
CLIL teacher
Non-CLIL
teacher
CLIL
teacher
CLIL materials development
STEP 1 STEP 2 STEP 3
Content
Communication
Cognition
Community
(Culture)
Worksheets
Step 1: Collecting authentic materials
 Texts textbooks, books, websites,
articles, reports, novels, etc.
 Visuals photos, pictures, maps,
diagrams, etc.
 Statistics tables, graphs, etc.
 Videos TV programmes, video clips,
films, etc.
 Audios radio programmes, podcasts,
songs, teacher’s lectures, etc.
Step 2: Designing tasks
Input Processing Output
CLIL lesson structure
Comprehension
tasks
Cognitive
tasks
Production
tasks

8. 8
1. Listing
brainstorming, fact-finding
2. Ordering and sorting
sequencing, ranking, classifying
3. Comparing
finding similarities and differences
4. Problem-solving
logic puzzles, real-life problems, case studies
5. Sharing personal experiences
anecdotes, reminiscence, opinions, reactions
6. Projects and creative tasks
survey, research, creative writing, skits
Task types
(Willis, J. 1996, A Framework for Task-Based Learning, Harlow: Longman; Willis D. & J. Willis,
Doing Task-based Teaching, Oxford: Oxford University Press)
CLIL task matrix
LOTS HOTS
Memori-
sation
Under-
standing
Appli-
cation
Analysis Evalu-
ation
Creation
Solo
Pair
Group
Class
* LOTS = Lower Order Thinking Skills, HOTS = Higher Order Thinking Skills
Step 3: Checking CLIL materials
1. Give rich input in content and language.
2. Use authentic materials.
3. Give multimodal input.
4. Scaffold content and language.
5. Involve both LOTS and HOTS.
6. Develop academic skills.
7. Encourage cooperative learning.
8. Stimulate content and language output.
9. Integrate the 4Cs.
10. Pursue good layout and design.
Sample PD task
Compare two types of teaching
materials on the same topic (food)
and discuss how they are different in
terms of students’ learning/cognitive
process.