Readdressing EFL approaches: CLIL curriculum in a Japanese medical university context

Godfrey, Chad L.
December 2013
Asian EFL Journal;Dec2013, Vol. 15 Issue 4, p366
Academic Journal
Universities in Japan are searching for practical approaches to improve their EFL programs. Content and language integrated learning (CLIL) is one approach that has shown potential for both improving language learning and cognition. However, despite CLIL's positive outcomes, disjuncture - or "a tension between one's current way of doing things and a new approach" (Mehisto, 2008, p.93) - can occur when implementing the program. Nevertheless, the author believes that the successes of adopting a CLIL program outweigh the problems that can surfaced in balancing content and language instruction and CLIL's 4Cs - content, communication, cognition and culture. In this paper, I will briefly share how our university has explored better learning through CLIL and the issues involved in adopting a CLIL approach to language learning. First, I will discuss the rationale for adopting a CLIL-based curriculum. This will be followed by presenting the early stages of implementation and the adjustments that were made. Following this, a discussion about revisiting the 4Cs of the CLIL program will be addressed. In the final section, the implications this program may have for other CLIL teachers in Asia will be summarized.


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