Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and English Language Teaching (ELT). Many practitioners wonder how they can ‘do CLIL’ if their main classes are focused on English as a Foreign Language (EFL). This volume addresses these concerns by examining the experiences of various CLIL practitioners in the EFL context of Japan.
Chapters outline the CLIL methodology, the differences in ‘hard CLIL’ (subject led) and ‘soft CLIL’ (language-oriented) before focusing on the EFL interpretations of soft-CLIL. Although the distinction of hard CLIL and soft CLIL has been mentioned in several publications, this is the first book-length exploration of this issue, featuring chapters examining expectations, challenges, material support, implementation, and even motivation in CLIL classrooms. All of this culminates in a review of the potential and future of CLIL in EFL contexts, paving the way for more widespread and well informed implementation of CLIL all over the world.
Introduction—CLIL in Japan: The case for Soft CLIL in the EFL context (Makoto Ikeda & Richard Pinner) 1. ‘How would you like your CLIL?’: Conceptualising Soft CLIL (Makoto Ikeda) 2. Meeting the challenges of realizing Soft CLIL in EFL classes in Japan (Shinichi Izumi) 3. Focus on form for content and language integration (Shinichi Izumi) 4. Concept-centred Soft CLIL: Uncovering concepts in EFL content (Matthew Davis)
5. Pedagogical translanguaging in primary school Maths CLIL lessons (Makoto Ikeda) 6. Authenticity and motivation in Soft CLIL materials (Richard Pinner) 7. Assessing Soft CLIL (Yoshinori Watanabe) 8. The potential of Soft CLIL in the light of the diffusion of innovation theory (Yoshinori Watanabe) 9. Conclusion—Implications of and challenges for practicing Soft CLIL and a way forward (Shinichi Izumi & Richard Pinner)
"This volume articulates how CLIL has become a tour de force for further developing English language teaching in the Japanese context. Relevant for educators worldwide, it describes key success drivers for applying CLIL across the educational spectrum. Authored by leading experts in the field, the easy-access chapters answer key questions that educators often have when considering if CLIL is possible to implement in their schools, and how to do it successfully. Insights on common strands between theory and practice, and descriptions of how CLIL models can be designed, make this publication a comprehensive and invaluable contribution to the field."
-David Marsh PhD, FRSA (Finland)
"At a time in CLIL research and pedagogy when it is key to take into account the specificities across contexts and types of CLIL, this excellent book is a unique contribution to the role of CLIL in EFL classrooms. It addresses relevant issues in soft CLIL such as translanguaging, focus on form, materials or assessment, providing a rich source of information for both researchers and educators."
-Ana Llinares, Universidad Autónoma de Madrid (Spain)