The CLIL Summer Seminar Program in 2022
under the auspices of the city of Seinäjoki

CLIL pedagogy in Finland and beyond

Dates: 22nd to 26th August, 2022
Venue: Seinäjoki, Finland
Marttilan Koulu, Seinäjoen Lyseo, & Seinäjoen Lukio, etc.

CLIL pedagogy in Finland and beyond
Featured speakers

David Marsh (MED)
Tarja Nikula (The University of Jyväskylä)
Guest speakers

Takumi Yada (The University of Jyväskylä)
Akie Yada (The University of Jyväskylä)
Akiko Yamaguchi (Sushi shop manager)
Seminar participants
Makoto Ikeda (President of J-CLIL)
Kazuko Kashiwagi (Vice-president of J-CLIL)

Hitomi Sakamoto Yoshihiro Nigo
Mayumi Takizawa
Takaharu Saito
Kana SekiRimi Ushizu
Yusuke Tanaka
Nozomi Kitamura Hinako Shibaoka
Masazumi Maruyama
Seminar student participants
Riri Kawatake
Riko Tanaka
Nanaho Ikeda
Nako Tanaka

Yuto Sueishi
Sakutaro Ushizu

Seminar coordinators

Shigeru Sasajima

Marika Ojala

Ken Wakaume

The Seminar Schedule

Day 1

Monday, 22nd August

Venue: Library
Registration starts
Opening

11:30 –

12:30 –

Coffee & tea refreshmentModerator: Shigeru Sasajimal Greetings from the city of Seinäjoki
Marika Ojala (Acting director of basic education, Seinäjoki)l Greetings from J-CLIL president
Makoto Ikeda (President of J-CLIL)
l Participants’ self-introductionl Peace appeal from Nagasakil Information for the seminar Ken Wakaume (CLIL coordinator, Seinäjoki)

Plenary talk 1
David Marsh

14:00 – 16:00 including discussion(MED)

CLIL – A Signature Pedagogy
Meta-research on the impact of language learning on mind andbrain is of immense importance for CLIL and bilingual education.
Generations Z and A students have experienced high exposure tointegrated technologies.

This influences how their minds

process and use information. This presentation explains how CLIL has emerged as a signaturepedagogy that complements these emerging mindsets and contributes to equipping theseyoung people with future-ready cognitive skills and competences.

The venue info

16:00 – 16:30

Classroom observation guidelines (grouping)Day 2

Tuesday, 23rd August

Venue: Marttilankoulu, primary school
Marttila is a primary school for 350 pupils. It is located in the center of Seinäjoki. The school building wasbuilt in 1930 and renovated between 1996-1998. The school yard was rebuilt in 2019, which offers various
sports opportunities for many communities. Marttila School offers basic education and special needs
education (Years 1-6). Additionally there is bilingual education (CLIL-classes for Years 1-6 in English andFinnish) and preparatory teaching for pupils of immigrant background. Marttila is a multicultural school.
Besides international pupils and staff there are various intercultural projects and visits throughout theschool year. The school emphasizes sustainability and active school days. The school is located next toAalto center, which has offered an opportunity to specialize as an Alvar Aalto school.

Classroom observations 1
Classroom observation guidelines (grouping)

Talk with some primary teachers
coffee & tea refreshment

City walking tour

14:30 –

8:30 – 13:00(school lunch served)

13:30 –

Day 3

Wednesday, 24th August

Venue: Seinäjoen Lyseo, lower secondary school
Seinäjoen lyseo is a junior high that gives basic education for 7th, 8th and 9th grade (pupils aged
13–16). There are about 500 pupils and 60 teachers in our school. The motto of our work is
Together we are more. In lyseo one group in every grade is specialized in music. These groups
give concerts and have many performances during the school year. Lyseo specializes also inbilingual education (Content and Language Integrated Learning) and one group in every grade istaught partly in English in some subjects.

Classroom observations 2

8:30 – 13:00

Classroom observation guidelines (grouping)(school lunch served)

Communication with local teachers
coffee & tea refreshment

Fieldwork

14:30 – 17:00

Hiking around the lake

13:30 –Day 4

Thursday, 25th AugustVenue: Seinäjoen Lukio upper secondary school
One of the biggest upper secondary schools in Finland providing general education for students from 15
to 19 years of age with separate evening classes for students of all ages. Enrollment over 800 students andteaching staff over 60. Graduation requirement: 75 credits minimum; 45 compulsory and 30 elective.
Graduation time: 2–4 years. Individual study programs: students plan their own schedules based on thesyllabus offering more than 1,000 courses during one academic year. Academic year: from early August till
early June, the academic year is divided into six weeks' periods of study.

Classroom observations 3
lunch box served

8:00 – 13:00

coffee & tea refreshment

Communication with local teachers 13:00 – 14:00
Plenary talk 2

14:30 – 16:30 including discussion

Tarja Nikula (The University of Jyväskylä)
Disciplinary literacy orientation toCLIL: bridging research and practiceThis presentation offers an overview of recent CLIL research that hasemphasised disciplinary literacy perspectives to CLIL and CLIL classrooms as sites for socialisinglearners into subject-specific meaning making practices. This has challenged the taken-for
granted notions of language, showing how language constantly intertwines with other semiotic
means for the purposes of knowledge building. Theoretical models to depict such integrated
nature of content and language exist, yet we know rather little of how such models resonate
with teachers’ everyday realities. Therefore, this presentation outlines a need for research
agenda where researchers and teachers collaborate to enhance CLIL theory and develop
pedagogical practice.

Dinner 19:00 –Scandic Seinäjoki

30

Day 5

Friday, 26th August

Venue: Library
Guest presentations & participation reflective talks
9:00 – 15:00(lunch at the library cafe)

coffee & tea refreshment[Japanese people living in Finland]
Ken Wakaume (Seinäjoki CLIL coordinator)(Title and abstract are coming soon)
Akiko Yamaguchi (Sushi stand manager)
How I immigrated to Finland
I thought I wanted to live in Finland somehow when I had traveled for the first time in 2012. I madeup my mind to get a job there in 2017. I learned how to make sushi at school in Tsukiji, Tokyo. Aftercompleting the basic course, I sent my CV to more than 40 restaurants in Helsinki. I flew to Finland
since I got positive responses from 3 restaurants. But it appeared that all of them couldn't afford tosupport my visa. In the end, however, I managed to get a work residence permit thanks to theother restaurant where I applied to by chance.

Akie Yada (The University of Jyväskylä)
Teachers’ self-efficacy in inclusive classrooms: Comparative analysis of Japan and Finland
Inclusive education has become the center in global education policies since the Salamanca
Statement was published (UNESCO, 1994). Teachers need to have higher self-efficacy regarding
inclusive practices to implement inclusive education effectively (e.g., Forlin et al., 2010). This research
examines Japanese and Finnish teachers’ self-efficacy in inclusive practices using survey data. The
results indicated that teachers’ higher self-efficacy had the positive relationships with their attitudes
towards inclusive education in both countries. However, the positive association between inclusive
education training and teachers’ self-efficacy was found only in Finland. The outcomes could be
utilised to develop teacher training programmes in both countries.

Takumi Yada (The University of Jyväskylä)
Teachers' collective competence for multi-disciplinary education
Schools are surrounded by complex environments wherein teachers are required for collective
endeavours to tackle various educational issues. This report aims to understand collective
competence when teachers tackle collective educational endeavours. This study investigatescollective competences through the attribute model: knowing, doing, and being. Through 12 Finnish
principals' interviews, the data were analysed using a hybrid thematic analysis. Consequently, threethemes were found in each knowing, doing, and being aspects: shared meaning (knowing),
knowledge sharing and creation (knowing), views of relationships (knowing), sharing accounts(doing), developing contexts (doing), group collaboration (doing), collective mindset (being), broad
participation (being), and shared goal-oriented beliefs (being).

[Finnish teachers’ presentations]
Marika Ojala (acting director of basic education, Seinäjoki)
Mark Burke (Seinäjoki Lyceo CLIL coordinator)
Ville Hakala (Seinäjoki Lukio coordinator for international relations)
Teijo Päkkilä (Seinäjoki Lukio principal)[Participants’ reflective talks]
Makoto Ikeda

Kazuko Kashiwagi

Hitomi Sakamoto

Yoshihiro Nigo

Mayumi Takizawa

Takaharu Saito

Kana Seki

Rimi Ushizu

Yusuke Tanaka

Nozomi Kitamura

Closing

Hinako Shibaoka

Masazumi Maruyama

Kazuko Kashiwagi

Accommodation: Scandic Seinäjoki

Kauppakatu 10, 60100 Seinäjoki, Finland