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FeasibilityofCLILintheelementaryschoolinJapan
ShigeoUematsuDoshishaUniversity2016.7.1AsiaTEFL
EnglishStartedinJapan
• InJapan,EnglisheducaFonisgivenaveryhighlevelofimportance,asdemonstratedbytheMinistryofEducaFon,Culture,Sports,Science&Technology(MEXT)’sdecisiontoimplementEnglisheducaFonfromprimaryschoollevelasof2011.
Movements
• ImplementaFonofEnglishac3vi3esingrades5&6in2011(onceaweek)
• ImplementaFonofEnglishasasubjectingrades5&6in2020(twiceaweek)
• ImplementaFonofEnglishac3vi3esingrades3&4in2020
TheoverallobjecFveofthecurrentEnglishac3vi3esandCLIL
• “ToformthefoundaFonofpupils’communicaFonabilitythroughforeignlanguage”(MEXT)
• CLILapplicaFoninEnglishacFviFesfosteredaposiFveaVtudeinclass,moFvaFngstudyofthetargetlanguage(Gonzalez,2011)
CLILisprevalent,butdiffersfromCBI
• CLILbecamepopularinEuropeinthecontextofECwhitepaper(1995).
• ‘1+2policy’,thatisforEUciFzenstohavecompetenceintheirmothertongueplustwoCommunityforeignlanguages.
• “…butitmaybeasecondlanguageorsomeformofheritageorcommunitylanguage’(Coyle,2010)
TwotypesofCLIL
• Strongversion:awholesubjectfromthecurriculumbetaughtandassessedintheFL(English).Englishasalinguafranca(Graddol,2006)
• Weakversion:arelaFvelysmallpartofasubjectistaughtintheFL,oaenincollaboraFonwithalanguageteacher.(Baker,2006)
Strongversion
• With“Booklet”includesthenecessarymathvocabs,“Languagesupport”(grammarbook),and“Woksheet”whichincludesacFviFes,NeusGau(Spain)grade5studentshavebeenveryposiFveinlearninggeometry.AccordingtoPitarch(2014:66),“ThisimpliesthataffecFonwithstudentsisafeaturetoconsiderCLIL…notinfluencenegaFvelyintheprocessoflearningmathwherearsitisveryposiFveintheacquisiFonofforeignlangauge.”
Anexperiment
• Background• Pupils(4thgraders)haven’tstartedEnglishlanguagelearningyet,butthehomeroomteacher(myco-researcher)thoughtitaniceopportunitytoletpupilsexperiencedifferentlanguageandculture.HeconvincedthattheydowelcomeEnglishnaFvespeaker’sclass.
Howdopupilsrespond?• 201512.11(Fri)3rdand4thperiod.• AtSelementaryschoolinOsaka.• Class:“LifeandpeopleintheUS” (30min)plusQ&A(15min)attwoclassesofGrade4byProf.Hubert,mycolleague.
• WithappropriateassistancethroughJapanesewheneverwethinknecessary,whichmightfacilitatetheirunderstandingoftheideas.
QuesFonnaires
• Consistedof15items.ThehomeroomteacherandImadethem,aaerextensiveliteraturereview.
• Answers:yes/no
• Posttestadministeredwithinaweek.
ObjecFvesofanelementaryCLILclass
• ToprovidethepupilswithopportuniFestobecomefamiliarwiththeaforemenFonedvocabularybylearningthecontentwithintheirage-appropriateintellectualinterest.
• Tofosterthepupil’sposiFveaVtudetowardcommunicaFonbyprovidingthemwithopportuniFestouseEnglishasamediumoflearning.
ObjecFvesofanelementaryCLILclass
• Toencouragepupils’experienFallearningusingcogniFveskills,notonlytocomprehendandmemorizethetargetvocabulary,butalsotoapplytheseskillstoproduceseveralproducts.
• ToencouragethepupilstounderstandlanguageandculturebylearningaboutinternaFonalmamersinEnglish.
IntroducingCLILatelementaryschools• Yamano(2013)conductedthree45minutestriallessonsforthe5thgraders,dealingwithScienceandArtsandcraasfocusingonanimals(1st;individualworktomakeanimals,2nd;groupworktomaketheclasszoo,3rd;aclassdiscussionabouttheideastohelpanimals).
• Sheincorporated4Cs(content,communicaFon,cogniFon,andcommunity)inherlessons,thoughthecogniFoncontainedonlyLOTS;memorizing,understanding,andapplying.
• Elementaryschoolteachershasavarietyofsubjectknowledge.Theycan“teach”whattheylikeinEnglishtomakeitmorefunforthelearners.(Yamano,2013)
IntroducingCLILatelementaryschools
• Nigo(2013)conductedthree45minutestriallessonsforthe6thgraders,dealingwithMath(1st;addingandsubtracFngnumbers,2nd;numbersupto100,3rd;employingmulFplicaFontable),usingvariouscards,songs,andquizzes.Hereportednearly100%ofpupilscouldcatchandtellthesoundof1-100inEnglish,andmorethan90%ofthemcoulddealwithmulFplicaFoninEnglish.Thatgreatlyhelpedthosewho“usedtohate”math.
IntroducingCLILatelementaryschools
• ByteachingsomeporFonofsocialstudiessuchasaskingpupils,“Whichishigher,Mt.FujiorMt.Aso,”theythink,check,geVngtotheanswer.(Yoshida,2015)
Feasibilityatelementaryschool• CLILcanfostermainlylowerorderthinkingskills(i.e.remembering,understanding…)ifteachershaveagoodcommandofEnglish,enoughknowledgeinthetargetsubject(content),andhaveFmetoprepare.
• Theclasscanbefun.TheemploymentofCLILmayfacilitatelearning.TeachercanencouragepupilstosearchrelaFngknowledgeusingInternet,askquizzes,makestories(withpictures)inEnglish.
Feasibilityinmiddleschoolorhigher
• LackofproperEnglishlanguageskillforsubjectteacher(WhynotinL1?)
• LackofsufficientEnglishlanguageskillsforEnglishteachertocommunicatewithstudents(ThiscausestheconvenFonalgrammar-translaFonmethodologytosurvive)
• Lackofenoughprep-timeforteacherstoofferClILclasses.
Challenges
• MEXT(2016.3)announcedthatsecuringtwoEnglishclassesingrades5&&turnedouttobedifficult.
• EducaFonalbudgethitthelowest.(3.5%perGDP)in2015.(Norway,6.5%,U.S.,SouthKorea,4.7%)
Conclusion
• EducatorsshouldunderstandthatCLILcanbeincorporatedintoelementaryEnglisheducaFonifitfacilitateslearning(music,art,PEotherthancoresubjects).
• PolicymakersshouldunderstandtheimportanceoftheroleofeducaFonandmakemoreeffortsforfundingeducaFon.
• MEXTshouldreviewthepre-serviceandthein-serviceteachertrainingforEnglishteachersbasedonawidespectrumofdiscussionsandresearch.
I needyourperspecFves!
• IstheintroducFonofCLILeffecFveinsecondary,collegeleveltofosterHOTS?
(analyzing,evaluaFng,creaFng)• HasearlyEnglisheducaFonsuccessfulinyourcountry?Why/whynot?
ThankyouforyouramenFon!
ThisresearchisaidedbyGrant-in-AidKAKENHI15K02805
ShigeoUEMATSU