{"id":218,"date":"2016-06-16T10:07:08","date_gmt":"2016-06-16T01:07:08","guid":{"rendered":"http:\/\/jameslab.edublogs.org\/?p=218"},"modified":"2018-08-01T00:10:55","modified_gmt":"2018-07-31T15:10:55","slug":"june-16-2016-ayano-and-wanda","status":"publish","type":"post","link":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/june-16-2016-ayano-and-wanda\/","title":{"rendered":"June 16, 2016: Ayano and Wanda"},"content":{"rendered":"

Ayano\u00a0<\/strong>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.<\/p>\n

The pre and post tests consisted of students’ writing. The criteria was word forms, spelling and punctuation, repetition of words, structure.<\/p>\n

Ayano’s questions<\/p>\n

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  1. What can be problematic for teachers developing students’ four skills at a high school in Japan?<\/li>\n
  2. Is CLIL suitable for solving above problems and preparing for a new entrance examination for university?<\/li>\n
  3. What kind of CLIL can we do based on the course of study and textbooks<\/li>\n<\/ol>\n

    Brainstorming<\/strong><\/p>\n