Implementing Content and Language Integrated Learning (CLIL) approach to TOEIC Preparatory Lessons

Uemura, Takashi
December 2013
Asian EFL Journal;Dec2013, Vol. 15 Issue 4, p306
Academic Journal
Content and language integrated learning (CLIL) has been recognized in the Japanese EFL context since 2011 (Hemmi, 2011). However, the educational as well as the social role of CLIL will be immense in Japan considering the recent low birth rate and increasing number of overseas students at many universities in Japan. It is highly likely that the common classroom language will become English in the near future. One of the strengths of CLIL is its flexibility to adapt various approaches to accomplish a learner's goals. This paper explores a TOEIC vocabulary series of seminars applying the CLIL approach at a major English conversation school in Japan. In these seminars, the teacher plays a role as not only a language teacher but also a content teacher by making the most of his former experience as an auditor at an international accountancy firm. This paper also examines the strengths and weaknesses of CLIL to discuss the results of the TOEIC vocabulary series of seminars. The former includes, first, activating the zone of proximal development (ZPD) and scaffolding through cooperative learning and, second, pedagogical flexibility to incorporate translanguaging, a strategic use of both L1 and L2 for effective L2 acquisition. The latter contains the required lexical threshold level for effective learning and interdisciplinary issues. The seminars contributed to enhanced learning motivation, mutual scaffolding using translanguaging among learners, and immediate learning of contentobligatory language. However, due to the short duration of the series of seminars, analyses from a longer-term perspective will be necessary. To this end, I put forward reflections on the TOEIC series of seminars towards an ideal situation—a more extended and structured 6 month course.


Related Articles

  • Group Work in ESL: A Teacher's Perception and Application. Allhedan, Ashjan // Arab World English Journal;2014, Vol. 5 Issue 4, p469 

    With the advent of the Communicative Language Teaching (CLT) approach, scholars have recognized the importance of classroom group work as a means of providing an authentic interactive setting suitable for language negotiation. Although some teachers embrace using group work in their classrooms,...

  • Bridging two worlds: Reading comprehension, figurative language instruction, and the English-language learner. Palmer, Barbara C.; Shackelford, Vikki S.; Miller, Sharmane C.; Leclere, Judith T. // Journal of Adolescent & Adult Literacy;Dec/Jan2007, Vol. 50 Issue 4, p258 

    The article discusses figurative language comprehension and instruction to English language learners (ELL). Students that are learning English often have trouble with idioms and literal interpretations such as "go out on a limb." Since idioms are not often translated, students often have...

  • The Use of Discourse Markers among Form Four SLL Students in Essay Writing. Yunus, Melor Md.; Siti Nor Fatimah Haris // International Education Studies;Feb2014, Vol. 7 Issue 2, p54 

    This paper investigates the use of discourse markers among Form Four second language learner (SLL) students in essay writing. The objectives of this study are to discover how Form Four SLL students use discourse markers in their essay writing and to identify the teachers' perception about the...

  • TEACHING TIPS AND ASSIGNMENT IDEAS FOR ESL STUDENTS. Vance, Kathleen; Fitzpatrick, Dale // Business Communication Quarterly;Mar2007, Vol. 70 Issue 1, p63 

    The author offers teaching tips and assignments for English as a Second Language (ESL) students that are designed to democratize and demystify the content and teaching practices of the business communication classroom by making assumptions more explicit. The author claims that these strategies...

  • THE IMPACT OF COOPERATIVE LEARNING ON ENGLISH AS A FOREIGN LANGUAGE TERTIARY LEARNERS' SOCIAL SKILLS. HUIPING NING // Social Behavior & Personality: an international journal;2013, Vol. 41 Issue 4, p557 

    In this study, I focused on the impact of cooperative learning on the development of social skills in English as a foreign language (EFL) tertiary students. Participants were 2 randomly selected classes of students from a university in the north of China. A pretest-posttest control group...

  • Moroccan Female Rural Students' Attitudes towards Learning English. Ahmed, Smirkou // Arab World English Journal;Dec2015, Vol. 6 Issue 4, p291 

    Investigating female rural students' attitudes towards learning English is a substantial need to identify EFL learners' perception of English and provide language teachers and textbook designers with research evidence. For this reason, numerous studies have been conducted to determine the...

  • Factors Contributing to EFL Teachers’ Professional Development in Indonesia. Amin, Muhammad; Saukah, Ali // Excellence in Higher Education;2015, Vol. 6 Issue 1/2, p12 

    This study was aimed at investigating factors contributing to English as a Foreign Language teachers’ professional development and how these factors have shaped their professionalism. The subjects of the study included six English teachers at senior high schools under the Ministry of...

  • The value of written corrective feedback for migrant and international students. Bitchener, John; Knoch, Ute // Language Teaching Research;Jul2008, Vol. 12 Issue 3, p409 

    This article provides an overview of research that has investigated the effectiveness of written corrective feedback (WCF) on ESL student writing. In doing so, it highlights a number of shortcomings in the design of some studies and explains what needs to be done in future research so that...

  • Reading strategies for non-English-speaking students. Mobley, Lilian H. // Reading Teacher;Oct90, Vol. 44 Issue 2, p182 

    Shares reading strategies used by the author for non-English-speaking students. Technique of drawing, labeling, and cutting out characters and settings for stories; Students' tape-recording of themselves reading; Construction of individual alphabet booklets.


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics