CLIL Beyond the Classroom～英語キャンプの事例から～
武藤 克彦（東洋英和女学院大学）
kmuto@toyoeiwa.ac.jp

2017年7月15日
J-CLIL 第2回CLIL Seminar 2017 @早稲田大学

1. backgroundthe 4CsCulture

Concepts of Community (渡邉, 池田, 和泉, 2011)Community/Culture• the ‘forgotten C’ (culture) (Coyle et al., 2010)‘Self’ and ‘other’ awareness, identity, citizenship, andprogression towards pluricultural understanding• intercultural experiences can be developed through- the ethos of the classroom- curriculum linking with other classes- curriculum linking with the wider world• 「包括概念としてのcommunityを意識することで、CLILは共同学習や異文化理解・国際理解を取り込む」(渡部, 池田, 和泉, 2011)

exposure to L2
CLIL“Studying through a different language isfundamental to fostering internationalunderstanding.” (Coyle et al., 2010)“CLIL learners can benefit from living in a society inwhich exposure to the L2 is fairly high.” (Ball et al, 2015)

immersion & out-of-class activities
immersion“(I)mmersion helps in developing positive attitudes
towards both the instructional language(s) and theirspeakers.”(Nikula et al, 2016)
out-of-class activities“The wide-ranging benefits such opportunities [out-ofclass activities] provide encompass the development oflanguage and communication skills, improvements inconfidence and motivation, personal growth, andintercultural awareness.” (Nunan & Richards, 2015)

the “C” being forgotten
But…
a dearth of research on linking CLIL with learning
contexts outside the classroom/school (= widercommunities)

2. the study
based on data in Muto et al. (2013)

Research Questions
1) what aspects of international posture arebuilt through a short language experience
program2) what motivational and attitudinal aspects
are related to international postureInternational posture (Yashima, 2002)
a general attitude towards the international
community that "influences motivation [in learninga second language], which, in turn, predicts
proficiency and second language communication
confidence“ (p.63)

Research Method
The Questionnaire- adapted from the one used in Taguchi,
Magid, and Papi (2009)- has 42 questions under 18 categories- measures attitudes towards English andmotivation on a 6-point Likert scale.
- asks child campers to self-evaluate- is given twice, before and after program- is analyzed for t-test & correlationThe Questionnaire

Motivational/Attitudinal categories
1. Intended effort

10. Fear of assimilation

2. Ideal L2 self

11. Ethnocentrism

3. Ought-to L2 self

12. Interest in the English language

4. Parental engagement / Family influence

13. English anxiety

5. Instrumentality-promotion

14. Integration

6. Instrumentality-prevention

15. Cultural interest

7. Linguistic self-confidence

16. Attitudes toward L2 community

8. Attitudes toward Learning English

17. International posture

9. Travel orientation

18. Tolerance for World Englishes

Question items under Cat. 17
17. International postureQ3. Studying English is important to me because I
would like to work in different countries.
Q15. I want to get along with people fromdifferent countries by studying English.
Q28. I want to understand different cultures ofvarious countries by studying English.
Q36. I study English because I want to contributeto the world.
*originally given in JapaneseResearch setting• a six-day English immersion camp
(Kumon English Immersion Camp)• focus is more on international understanding
than on language learning• cultural activities that are made possible by
the diverse national, cultural backgrounds ofcamp leadersCamp program (main activities)

Research participantsChildren（N=86）- elementary school students (Grade 3 – 6)
- each has the ability equivalent to STEP 4Camp leaders （N=32）- international students studying in
Ritsumeikan Asia Pacific University (APU)- come from 17 different countries or regions（Botswana, China, Colombia, Ecuador, Ghana,Indonesia, Japan, Korea, Malaysia, Mongolia,
Philippines, Romania, Russia, Sri Lanka, Thailand, USA,Vietnam）

3. analysis

Analysis 1: t-test• 3 out of 4 items under International posture (IP)show significant differences (p < .05)

Analysis 1: t-test
t-test• camp may have affected 3 aspects of motivation
or attitude regarding international posture:
Q3. Studying English is important to me because I would liketo work in different countries.
Q15. I want to get along with people from different countries
by studying English.
Q36. I study English because I want to contribute to theworld.

Analysis 2: correlation
Positive Correlation
Moderate(0.4＜r≦0.7)

Strong(0.7＜r＜1.0)

Negative Correlation
ModerateStrong(- 0.7＜r＜1.0)Q3

Q6, Q17, Q18, Q19, Q21, Q24,
Q25, Q28, Q30, Q35, Q37, Q40

none

none

none

Q15

Q1, Q2, Q12, Q14, Q18, Q21,
Q28, Q30, Q31, Q37, Q38, Q40

Q6, Q35

Q7

none

Q28

Q1, Q2, Q3, Q12, Q14, Q15,
Q6, Q21, Q35,
Q17, Q19, Q22, Q30, Q32, Q36, Q40
Q37, Q38, Q42

none

none

Q36

Q2, Q17, Q20, Q25, Q28, Q29,
Q30, Q39, Q41

none

none

none

• many questions are moderately correlated with 4 Qs
• Q15 is strongly correlated with Q6 and Q35• Q28 is strongly correlated with Q6, Q21, Q35 and Q40

Analysis 2: correlationstrong correlation 1
Q15 (international posture):
I want to get along with people from different
countries by studying English.
Q6 (Attitudes toward L2 community):
I want to get to know people from different
countries.
Q35 (Integration):
I want to get along with people from countries
where English is spoken.

Analysis 2: correlationstrong correlation 2
Q28 (international posture):
I want to understand different cultures of various
countries by studying English.
Q6, Q35 &Q21 (Ethnocentrism):
I am very interested in ways of thinking andcustoms of other cultures. (R) *reversed item
Q40 (Attitudes toward L2 community):
I want to know more about people fromdifferent countries.

4. conclusion & implications

Conclusion• the camp program may have raised threecharacteristics of international posture:
studying English moresocializing with people from different countries
contribution to the world• International posture may be strongly affected bysome motivational/attitudinal in
Attitudes toward L2 community
Integration
Ethnocentrism (reversed)

Conclusion (cont’d)• if linked with school curriculum, interculturalexperiences can be developed in the wider‘community’• school subjects in elementary school such as
science, social studies, and integrated studies（総合学習） focusing on international understanding（国際理解）

Camp program (main activities)

Activity 1: Traveling Around the World
Participants…
- learn about the different countries and culturesof the camp leaders.
- experience national dance, food, traditional
clothing often with realia shown.
- build their interest in other countries andcultures.

Activity 2: Wonder-Land
Participants…
- listen to a presentation about global issues, suchas global warming, poverty and child labor.
- learn about the reality of what is happening inthe world.
- discuss what they can do for society and take selfmotivated action (e.g., recycling)Activity 3: World Food Market
Participants…
- learn about different cuisines of the world.
- are given a set amount of money and a recipe forone international dish.
- visit stalls to collect necessary ingredients,
negotiating for a lower price.

References
Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practice. Oxford: Oxford University Press.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning.
Cambridge, UK: Cambridge University Press.
池田真、渡部良典、和泉伸一 (2011). CLIL 内容言語統合型学習：上智大学外国語教育の新たなる挑戦、第1巻原理と方法 上智大学出版 .

Muto, K., Shinohara, T., Adachi, M., & Kikuta, M. (2013). English immersion camp andinternational posture. In N. Sonda & A. Krause (Eds.), JALT2012 Conference Proceedings.
Tokyo: JALT.
Nikula, T., Dalton-Puffer, C., Llinares, A. & Lorenzo, F. (2016). More Than Content andLanguage: The Complexity of Integration in CLIL and Bilingual Education. In Nikula, T.,Dafouz, E., Moore, P., & Smit, U. (Eds.) (2016). Conceptualising Integration in CLIL andMultilingual Education. (pp. 1-25). Bristol: Multilingual Matters.
Nunan, D. & Richards, J. C. (2015). Language Learning Beyond the Classroom. New York:Routledge.
Taguchi, T., Magid, M. & Papi, M. (2009). The L2 motivational self system among Japanese,
Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei & Ushioda, E.
(Eds.), Motivation, Language Identity and the L2 Self. (pp.66-97). Bristol: Multilingual
Matters.
Yashima, T. (2002). Willingness to Communicate in a Second Language: The Japanese EFL
Context. The Modern Language Journal, 86 (1), 54-66.