Promoting international posture through history as content and language integrated learning (CLIL) in the Japanese context
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Date
2015-03
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Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
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Abstract
This article uses the conceptual framework of second language willingness to
communicate (L2 WTC), and in particular the contributory construct of international posture (IP; Yashima, 2002), to report on a content and language integrated
learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory, small-scale study with a focused qualitative investigation.
Due to space restrictions the current paper reports only on the key qualitative
findings and attempts to build a picture of how the theme of the course, Japanese
international history, affected learners’ IP, a construct that has been shown to be
key to Japanese learners of English’s L2 WTC (Yashima, 2002). It is shown that after
completing the course, learners felt more connected to the wider world, and as a
result IP developed in varied and meaningful ways, seemingly increasing L2 WTC
and stimulating critical thinking facilities both within and without the classroom
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Keywords
content and language integrated learning, second language willing- ness to communicate, international posture, Japanese EFL
Citation
Studies in Second Language Learning and Teaching, 2015, vol. 5, no. 1, pp.87-108