A third revolution in ELT?
CLIL as a methodology forcompetency-based language education
24 September 20162016 CUE Conference‘conTENT with teaching CONtent?: Embracing alternative
methodologies in the modern language classroom’

Makoto Ikeda
Sophia University
makoto-i@sophia.ac.jp
http://www.cliljapan.org/

Outline of this talk1 Why is CLIL necessary for Japaneseuniversity students?
2 Why is CLIL ‘revolutionary’ in ELT
methodologies?
3 How can you best teach CLIL lessons?

1 Why is CLIL necessary forJapanese university students?

(Brown, C. et al., 2014, In Focus, Singapore: Cambridge University Press)2014 MEXT survey on English
proficiency level （18 year olds）
ElementaryIntermediate

Advanced

Basic User

Independent User

Proficient User

CEFR

A1

A2

B1

B2

C1

EIKEN

3rdPre-2nd

2nd

Pre-1st

1stReading

72.7%

25.1%

2.0%

0.2%

Listening

75.9%

21.8%

2.0%

0.3%

Writing

86.5%

12.8%

0.7%

0.0%

Speaking

87.2%

11.1%

1.7%

0.0%

C2

TOEFL iBT scores by country
2009
Denmark

100

Spain

88

Singapore

99

Philippines

88

Finland97

Israel

94

Korea

81

China76

Japan672013
Indo-European 98
languages
89
Formercolonies

98
89

Small advanced 96
countries
93‘Need to have’
English85‘Nice to have’
English7077(Based on Test and score data summary for TOEFL iBT tests, http://www.ets.org/toefl)

Some reasons for Japanese
weakness in English
 Linguistically not related
 Historically not colonized Economically not small Geographically not surrounded Socially not required Educationally not up to dateThat’s why we need CLIL!

My CLIL perspective 1
We need CLIL not because it may improve
language proficiency but because it can
provide Japanese university students withthe 21st-century competencies which arelacking in them but are possessed by theircounterparts in this globalized society.

2 Why is CLIL ‘revolutionary’
in ELT methodologies?

(Hancock 2013: 73)

8ELT methodlogies
EFL

GTM
AL

ESL

EFL/ESLCLT (weak) CLT (strong)
TBI
PPP

Structure-basedinstruction

CLIL

Immersion

CBIEMI

Submersion‘sink or swim’Communicative

Naturalinstruction

acquisition

AL = Audio-lingualism
CBI = Content-based instruction
CLT = Communicative Language Teaching
EFL = English as a foreign language
EMI = English medium instruction

ESL = English as a second language
GTM = Grammar translation method
PPP = Presentation-Practice-Production
TBI = Task-based instruction(Ikeda 2012: 2)

Guy Cook’s ‘revolutions’ in ELT(Cook 2010: 22)

Educational ideologies and ELTClassical humanism (late 19th century)→ Grammar-translation method

culture-oriented

Reconstructionism (mid 20th century)→ Audiolingualism = The first revolution

objectives-driven

Progressivism (late 20th century)→ CLT = The second revolution

learner-centred

Globalism (early 21st century)→ CLIL = A third revolution?

competency-based(Based on Clark 1987)

Globalism-based ELT
Languageknowledge& skills
21stcentury
competencies

CLIL

Activelearning21st-century competencies
Cognitive skills

Social skills

Ethical skills

1 Knowledge use skills
8 Communication skills 11 Personal
2 Critical thinking skills
9 Collaboration skills
responsibilities
3 Task-setting skills
10 Global citizen skills 12 Social
4 Problem-solution skills
responsibilities
5 Innovation skills
13 Global
6 Decision-action skills
responsibilities
7 Meta-learning skills(Ikeda 2016)

Active learning
Passive learning

Active learning

instruction

interactionmonologic
spoon-feedingdialogic
scaffolding

unimodalartificial

multimodal
authentic

out of context
segregationin context
integration

practice
exercises

usetasks

repetition
cognition
LOTS (Lower-Order Thinking Skills) HOTS (High-Order Thinking Skills)
shallow learning

deep learning(Ikeda 2016)

My CLIL perspective 2
CLIL is the only approach in ELT
methodologies that directly aims at
developing learners’ 21st-century
competencies (‘soft skills’).

3 How can you best teach CLIL
lessons?

Definition of CLIL
Content and Language Integrated
Learning (CLIL) is a dual-focused
educational approach in which additional
language is used for the learning andteaching of both content and language.

(Coyle et al. 2010: 1)

Do Coyle’s ‘the 4Cs of CLIL’
Content

Communication

subjects
topicsthemeslanguage knowledge
language skills
language interaction
CLIL
CultureCognition

lower-order thinking skills
higher-order thinking skills(Based on Coyle et al. 2010: 41)

cooperative learning
global mind

Communication
Content-specific language
Languageoflearning

Languageforlearning

Communication

Content-compatible language

Languagethroughlearning

Recycling & incidental learningCognition

HOTS(Higher OrderThinking Skills)

LOTS(Lower OrderThinking Skills)

Community/culture
Classroom
SchoolTown/cityCountryRegion
World

Good CLIL pegagogies
1 Placing equal emphasis on content
learning and language learning
2 Encouraging the use of authentic
materials (e.g. webpages, newspaper)
3 Giving multimodal input (i.e. written/
spoken texts, graphics, statistics, videos)
4 Using various levels of thinking skills(i.e. LOTS and HOTS)
5 Giving many tasks

6 Making the most of cooperative learning(e.g. pairwork, group work)
7 Providing scaffolding in content andlanguage8 Incorporating elements of crosscultural understanding and global issues
9 Integrating the four skills
10 Instructing learning skills(Ikeda 2012: 6)

CLIL is like …

Benefits of CLIL in SLA theories
 Rich meaningful input
 Authentic interactions
 ‘Organic’ skills integration
 Enhanced motivation

Research evidence
CLIL students are better at vocabulary morphosyntax
 oral fluency
 writing accuracy
 communication strategies
But not at pronunciation, non-technicallanguage and writing coherence/discourse.
(Dalton-Puffer, C. 2015)

My CLIL perspective 3CLIL is a teaching and learning platform
where teachers can easily andsystematically bring in any usefulprinciples, pedagogies and practice ineducation.

Example: ‘New’ pedagogicalconcepts in CLIL
 Content=Procedural knowledge
 Communication=Language awareness Cognition=Transfer appropriate processing
 Culture=Development of ‘soft skills’Content:
Procedural knowledge
Declarative knowledge

Procedural knowledge

Columbus sailed to the Americas What were the implications ofin 1492.
Columbus’ discovery of theAmericas, and what is youropinion with regard to these
implications?

Jupiter is bigger than Mars.

Which do you think is more
appropriate for sustaining futurecolonies of humans?

(Based on Ball 2015: 17-18)

Communication:
Language awarenessContentlanguage

Firstlanguageuse

Language of learning(Coyle et al. 2010)
CALP
BICS

Translanguaging(García & Wei 2014)

Vertical/horizontal
discourses (Berstein
1999 in Llinares etal. 2012)
Dialogictalk

Focus onformCounterbalanced
approach (Lyster 2007)

Cognition:
Transfer-appropriate processing[R]emembering what we learn is easier
when we are in a situation that is similar
to the one in which we learned it in thefirst place or when using the kinds ofcognitive processes that we used during
learning.

(Lightbown 2014: 57)

Culture:
Development of social skills

Classroom activities
Listening Reading
Speaking Writing

The 4C’s of CLIL
Content
Communication
Cognition
CultureCompetencies
Cognitive skills
Social skills
Ethical skills

Communication skills
Collaboration skills
Global citizen skills

My CLIL perspective 4
CLIL lessons can be best taught byteachers’ constant awareness of proceduralknowledge [Content], roles and types oflanguage [Communication], information
processing in the brain [Cognition] and thedevelopment of ‘soft skills’ [Culture].

Task:
CLIL lesson/material analysis
You are experiencing a CLIL lesson on
the Indo-European language family.
After the demo-lesson, we will discuss
some of the salient features of CLIL
pedagogy used in my teaching.

CLIL material analysis sheet
ContentCommunication

Cognition

CultureDeclarativeknowledge

Languageknowledge

Lower-order
thinking skills

Collaboration
skills- Understanding(Task 1)
- Applying(Task 2)

- Pairwork- Group work
- Class discussion

Higher-order
thinking skills

Global citizenskills

Indo-European
language family

Proceduralknowledge
Relationshipbetween linguistic
distance andlanguage learning- Linguistics terms- Language names- Diphthongs and longvowels- Formal & informal
use of English
Languageskills- Reading- Listening- Speaking- Writing- Analysing/
Evaluating(Task 3, Homework)-Different
languages
Historical & socialcontexts

To sum up my CLIL perspectives
 Japanese university students should
acquire 21st-century competencies aswell as English skills.
 21st-century competencies can bebetter learnt through CLIL than any
other ELT methodology.
 CLIL is a flexible framework – try tointentionally link good educational
practice to each of its 4C’s.

My message to today’s audience

In this globalized society, teachers inlanguage proficiency should also be
educators in global competencies.

References
Ball, P. (2015). CLIL, English teachers and the three dimensions ofcontent. Modern English Teacher 24 (2): 15-19.
Clark, J. (1987), Curriculum Renewal in School Foreign Language
Learning, Oxford: Oxford University Press.
Cook, G. (2010). Translation in Language Teaching. Oxford: Oxford
University Press.
Coyle, D. Hood, P. & Marsh, D. (2010). Content and Language
Integrated Learning. Cambridge: Cambridge University Press.
Dalton-Puffer, C. 2015, Policy and practice of CLIL in Europe andbeyond. Open lecture at Sophia University, Japan
García, O. & Wei, L. (2014). Translanguaging: Language, Bilingualism
and Education. Basingstoke: Palgrave Macmillan.
Hancock, M (2013). A map of ELT. Modern English Teacher 22 (1):73-75.

Ikeda, M. (2012). Principles and pedagogies in CLIL. In Izumi, S.,
Ikeda, M. & Watanabe, Y. (Eds.), CLIL (Content and Language
Integrated Learning): New Challenges in Foreign Language
Education at Sophia University, Vol.2, Tokyo: Sophia University
Press, pp. 1-15.
Ikeda, M. (2015). From nurturing language proficiency to global
competencies. In Nasu, M. & Ema, T. (Eds.), Competency-based
Lesson Design, Tokyo: Tosho-bunksha, pp. 157-181.
Ikeda, M. (2016). New concepts and new tools to activate
CLIL. In Ikeda, M., Watanabe, Y. & Izumi, S. (Eds.), CLIL(Content and Language Integrated Learning): New Challenges inForeign Language Education at Sophia University, Vol. 3, Tokyo:
Sophia University Press, pp. 1-29.