The Development of a Coordinated “Foundation” University CLIL Course

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Luke Blower, Hedi Rozsnyoi, Cameron A. Smith, Aichi Gakuin University

In this paper, we discuss the development and introduction of a coordinated compulsory content and language integrated learning (CLIL) course at a mid-level Japanese university, focussing on the history and culture of English-speaking countries. We describe the context, philosophy, and development of the course and assessment procedures. As well as considering general issues faced in CLIL teaching, we look in some detail at the issue of student poster presentations. We report some initial student resistance to the authenticity of content learning and presentation in a language classroom. We also discuss how the provision of good models and guided noticing for research and presentation tasks has had a limited effect, and that this approach needs to be supplemented by direct instruction on what not to do.


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