Ayano learned about different versions of CLIL. She found a paper, “Does CLIL work for Japanese secondary school students?” He did a CLIL lesson at a high school at a HS for 35 weeks and 62.5 hours for two groups and 72 hours for another two groups. He did questionnaires and pre and post tests. He found that the students’ fluency and complexity increased but he found no significant difference in accuracy.
The pre and post tests consisted of students’ writing. The criteria was word forms, spelling and punctuation, repetition of words, structure.
Ayano’s questions
- What can be problematic for teachers developing students’ four skills at a high school in Japan?
- Is CLIL suitable for solving above problems and preparing for a new entrance examination for university?
- What kind of CLIL can we do based on the course of study and textbooks
Brainstorming
- Do textbooks include questions and activities to develop students’ four skills?
- Do textbooks include basic principles of CLIL?
- Are language and content treated equally in the textbook?
- Which textbook is most compatible with a CLIL approach?
- Which high school class textbook is most compatible with a CLIL approach?
- Which English Communication I textbook is most compatible with a CLIL approach?
Next time: Think of a question you can answer through textbook analysis. The methodology and question need to match.