On Learner-centredness
in CLIL Pedagogy

Shigeru Sasajima
CLIL Institute for Teacher Education (CLIL-ite)https://www.clil-ite.com*You can download my presentation slides on this website.
sasajimaclilite@gmail.com
1

Learner-centredness?
l A learner-centred approach is a style of teaching that puts a
student’s needs, goals, and objectives front and centre. –https://www.go1.com/blog/why-is-a-learner-centred-approach-importantl A learner-centred approach focuses on making the student thefocal point of the learning process. – https://www.go1.com/blog/why-is-a-learner-centredapproach-importantl A learner-centred approach emphasises the experience of thelearner or student. – https://www.skillshub.com/blog/learner-centred-approach-why-important/l A learner-centred environment should not be overly prescriptive. –https://www.skillshub.com/blog/learner-centred-approach-why-important/2

Learner-centred education (LCE) and related specific methods such as activity-based,inquiry-based and problem-based learning are widely promoted internationally as
examples of ‘best practice’ pedagogy.
l Lessons should be engaging to students, motivating them to learn.
l Atmosphere and conduct reflect mutual respect between teachers and learners.
l Learning challenges build realistically on learners’ prior knowledge.
l Authentic dialogue is used, including open questions.
l Curriculum is relevant to learners’ lives and perceived future needs, in a language
accessible to them (home language preferred).
l Curriculum is based on skills and attitudes but does not ignore content.
l Assessment follows these principles by testing a wide range of thinking skills.
– Schweisfurth, M. (2019). UNICEF Think Piece Series: Improving Classroom Practice. Nairobi: UNICEF Eastern and Southern Africa Regional Office.

3

Characteristics of learner-centredness
l Active participationl Adapting to needsl Autonomyl Relevant skillsl Power sharingl Formative assessment
Bremner, N. (2021). Learner-centredness. ELT Journal, Volume 75, Issue 2. 213–215
4

Learner-centredness in CLIL pedagogy
l Do you consider learner-centred approaches in your CLIL
classroom?
l How do you take a balance between learner-centredness
and teacher-centredness?
l What do you think about your students’ individual
learning or autonomous learning?

5

Learner-centredness in CLIL pedagogy
In the past 20 years or so, I have seen many CLIL classrooms in somecountries, and I have taught CLIL in Japan for 15 years or more.

l I am afraid many CLIL classrooms in Japan are based onteacher-centred approaches.
l I also think many CLIL classrooms I have observed insome countries are based on teacher-centred approaches.

6

CLIL principles of integrationl Integrated learning of content
l Integrated learning of languagesl Integrated learning of content and languagesl Not analysing but synthesising learning
l Integration of learners including teachers
7The Integrated Multifunctional (IM) teacher
The Integrated Multifunctional (IM) teacher is a language teacher
who teaches and learns some languages, such as Japanese andEnglish, and promotes cognition and integrated learning onlearners’ needs and properties regarding their fields of study orcontent subjects in a diverse and flexible way.
ー平成30年度〜令和3年度( 2018 年度〜2021 年度)基盤研究(C)(一般) 1 8 K 0 0 8 9 0
多言語多文化に対応する多機能教師教育の可能性: 英語教育の視点から Integrated
Multifunctional Teacher Education for Plurilingual and Pluricultural Education: A View
from English Language Teaching (ELT)
https://21bc9b85-826a-4579-b524-ebcf20092759.filesusr.com/ugd/21cf07_5a5efe24e5bb4cc7b6fb279b14a4f2f8.pdf

8DEI (diversity, equity, and inclusion)l CLIL has many faces.
l I have been slightly concerned about lack of its diversity ordynamics when observing some CLIL classrooms.
l DEI is a keyword for CLIL in Japan after the COVID-19
pandemic and enduring conflicts, in which we could
understand ICT contexts and human relationships but realisethat the world has been more complex than before.

9CLIL teachers don’t need to teach everythingl CLIL teachers enjoy learning together with students.
l CLIL teachers enjoy teaching their knowledge and skills, and theyshould enjoy learning new knowledge and skills as well.
l CLIL teachers can understand two languages at least, which arerelated with content knowledge and skills as well.
l Integrated multifunctional (IM) teachers can be CLIL teachers insome cases.
l All teachers are learners as well, so teachers and learners learn
together.
10

Learning together focuses on:l how learners and teachers can effectively create fairinteractions with one another in the community oflearning
l learning languages, such as English and Japanesel translanguaging communication activities
l helping develop language and intercultural awarenessl helping one another and encouraging each other to work
hard, using some scaffolding techniques
11Teacher role in learner-centredness e.g.
l To facilitate the learning processl To share decision making about learning with studentsl To create a comfortable learning environmentl To help students engage in self-assessmentl To do less learning tasksl To help students discoverl To do more design works
l To do more to get students learning with each otherl To do more feedback
12Trial for bilingual co-learning contextsl To create learning together in bilingual co-learning contextsl To promote translanguaging pedagogies among learners
l To develop learning materials for learning togetherl To NOT be afraid of mistakes: failures are essential for learning.
l To encourage learner autonomy through failures
l To make cooperative relationships between learners and teachers

13

Assessment for integrated learning (AFIL)l Formative assessment – assessment activities that showteachers where pupils are in their learning and help teachers
decide what to teach next.
l Formative assessment takes place on a day-to-day basis during
teaching and learning, allowing teachers and pupils to assess
attainment and progress more frequently. -- https://www.nfer.ac.uk

l AFIL aims to assess integrated learning for both learners
and teachers on a DEI basis.
14

CLIL can/should motivate learners and teachersl It is my initial intuition when I first met CLIL.
l CLIL is still a diverse and complex educational concept.
l I could not define CLIL clearly, but it’s interesting to me.
l I believe CLIL pedagogy can motivate all learners.
l However, it would be very hard to find stable or
standard methods for good CLIL.
l CLIL is dependent on each context.
15

Back to learner-centredness
l Active participation in CLIL classroomsl Adapting to needs in CLIL
l Autonomy in CLIL
l Relevant skills for CLIL activitiesl Power sharing in CLIL communityl Formative assessment in AFIL
16

J-CLIL & NPO CLIL-itel I started J-CLIL with some colleagues in 2017.
l I started NPO CLIL-ite in 2021.
l CLIL-ite is committed to CLIL teacher education.
l CLIL-ite aims to create community for learning together inCLIL pedagogy.
l CLIL-ite needs more support from CLIL practitioners and helps
develops CLIL expertise.
17

To be continued
l ⽇時：6⽉23⽇(⽇) 13:00〜17:00
l 場所：東北⼤学川内キャンパス
l 教材費など：2000円（当⽇徴収）（前⽇のJ-CLIL東北⼤会参加者 1000円）
l

13:00 開会l

13:15 - 14:00 Ways to create a learner-centred andteacher-learning CLIL lesson（笹島茂）

l14:10 ‒ 14:50 Material creation through whiteboard
videos (Barry Kavanagh)l

15:00 - 16:30 Workshop: CLIL material creation
through multimodal toolsl

16:30 ‒ 17:00 Reflection and summary18

To create bilingual CLIL materials
l To use two languages (English and Japanese) appropriatelyl To focus on some topics or subjectsl To develop language awarenessl To raise intercultural awarenessl To promote translanguaging strategiesl To foster learner autonomy

19

Math terms 算数の用語
Numbers

数

Natural numbers are all positive integers from 1 to infinity.
自然数

正の整数

無限大

自然数は、１から無限大までのすべての正の整数のことです。
Natural numbers are called counting numbers as they are used to count objects.
自然数

数える数

数える

対象物

自然数は、物を数えるのに使われるとき、自然数（数える数）と言われます。

20

Science terms 理科の用語
temperature 温度

atmosphere 大気 atmospheric pressure

weatherclimate 気候

天気

気圧

The weather is the way the air feels every day. The air is also called the atmosphere.
天気〜の様子

空気感じられる〜とも呼ばれる

大気

天気は、毎日空気が感じられる様子のことです。空気は大気とも呼ばれます。
The atmosphere includes temperature, sun, rain, cloud, wind, and precipitation.
大気含む

温度

雲風湿度

大気は、温度、太陽、雨、雲、風、湿度などがあります。

21Yamanba

やまんば（山姥）

Yamanba literally means a ‘mountain hag or witch’ in English. やまんばは、英語では、「山にいる鬼ばば、魔女 」の意味です。/ In Japanese, she iscalled ‘やまんばʼ in hiragana, and ‘山姥ʼ in kanji. / やまんばは、山のおばあさんという意味です。Japan is an island country with mountainous areas in70 percent of the whole country. / 日本は、島国で全土の７０パーセントが山地です。/ Mountains are the habitats for Yamanba, so you could
sometimes happen to meet Yamanba in the mountains.

山は、やまんばの生息地です。山の中でときどきやまんばに会えることがあります。

22Seeing the World through Maps002!"#$%&'(#$&)$%*+(+',-$./$0.#//*$!"#$%&'#()$*'+
1"#$234#,&,$&)$1"#$%&56$7&3*/$234.,#$,)$-&($./-&%()-0+12$")3$4",)-",)(3$4&5.1.8*5$4&9#,$0)-,5$-&($67-&%()-0+18$9&(,+$,)*50()%($!"#$)'-$5,4,-(3$-'$:'5,-,%"5$,##0(#2;0-$"5#'$(<-()3(3$,)-'$'-&(+$"+("#2$,)%503,)=$(9##1(:Explore Europe

Sweets and the House of Habsburg

CD1-2

The House of Habsburg
in Vienna was chosen for
the Emperor of the HolyRoman Empire in the 13 th5century, and maintained
political power until the 20thcentury. Their influence was
not limited to political issues,
but also extended into other10;.)#$9*($<#,6$"*,=$-&()2$")3$(9##1($4,&<.=#=$*$(3*55$>&6$-'$4()$!&'$!(+($;0#1$!,-&$!"+$")3$:'5,-,%#2$")3$!'4()$!&'$!(+($*'+%(3$-'$4"++1$*'+$:'5,-,%"5$+("#')#8$>$*"4'0#$(<"4:5($,#$?*,.#@A/1&./#11#B !&'$!"#$*'+%(3$-'$4"++1$;&'.($C0DB$1"#$E./-$&)$F,*/8#2$")3$!"#$=0,55'-,)(3$30+,)=$-&($?+()%&$@(A'50-,')8$9&($#!((-$%"55(3$BE'-#5"&4)C$!"#$&(+$*"A'+,-(8areas, including sweets.

The territories of the House of Habsburg in 1547

Life was very hard then, and sweets provided a small joy to men who were busy
with war and politics, and women who were forced to marry for political reasons.
A famous example is Marie-Antoinette, who was forced to marry Louis XVI, theKing of France, and was guillotined during the French Revolution. The sweet
15

called “Kugelhopf” was her favorite.
Elisabeth A. Eugenie known as Sisi is also famous for her love for sweets. She
married Franz Joseph I of Habsburg at the age of 16, during the 19th century.
However, she often escaped hard life at the palace to travel around Europe,
visited cafés and enjoyed delicious sweets. Her favorites were sugarcoated violets

20

25.(*+#1"$A:$2'-#/.#$G/&9/$*($H.(.$,#$"5#'$*"4'0#$*'+$&(+$5'A($*'+$(9##1(8$D&($4"++,(3$F,*/I$J&(#4"$D$&)$%*+(+',-$"-$-&($"=($'*$.E2$30+,)=$-&($.F-&$%()-0+18$G'!(A(+2$#&($'*-()$(#%":(3$&"+3$5,*($"-$-&($:"5"%($-'$-+"A(5$"+'0)3$H0+':(2$A,#,-(3$%"*I#$")3$()J'1(3$3(5,%,'0#$#!((-#8$G(+$*"A'+,-(#!(+($('-*,8&*1#= <.&5#1#$")3$<*,.&'($G./=($&)$1&,1#(:and various kinds of tortes.

Hofburg Palace of Habsburg

Kugelhopf

Elisabeth A. Eugenie

Discuss in pairs

1. Sweets have been popular for a long time. Why were sweets popular during
the Middle Ages in Europe?

2. What do you think about Marie-Antoinette?
3. Why did Sisi need sweets?
10"#Seeing the World through Maps
002

Explore Europe

Sweets and the House of Habsburg

CD1-2

The House of Habsburg
in Vienna was chosen for!"#$%&'(#$&)$%*+(+',-$./$0.#//*"#$%&'(1*,.#23/4&./#44#)*+,-./012/
56.(*+#4"$37$5'-#/.#$8/&9/$*($:.(.
33+45*67+/8

the Emperor of the Holy
Roman Empire in the 13 th5century, and maintained
political power until the 20thcentury. Their influence was
not limited to political issues,
but also extended into other10

areas, including sweets.

The territories of the House of Habsburg in 1547

Life was very hard then, and sweets provided a small joy to men who were busy
with war and politics, and women who were forced to marry for political reasons.
A famous example is Marie-Antoinette, who was forced to marry Louis XVI, theKing of France, and was guillotined during the French Revolution. The sweet
15

called “Kugelhopf” was her favorite.
Elisabeth A. Eugenie known as Sisi is also famous for her love for sweets. She
married Franz Joseph I of Habsburg at the age of 16, during the 19th century.
However, she often escaped hard life at the palace to travel around Europe,
visited cafés and enjoyed delicious sweets. Her favorites were sugarcoated violets(9##4($$$9+/4:;<88'-#6"&;) ='>?
('-*,<&*4#= >.&6#4( 4=2@+84&,4#( 4A+@820

and various kinds of tortes.

Hofburg Palace of Habsburg

Kugelhopf

Elisabeth A. EugenieDiscuss in pairs

1. Sweets have been popular for a long time. Why were sweets popular during
the Middle Ages in Europe?

2. What do you think about Marie-Antoinette?
3. Why did Sisi need sweets?
10"$How to create bilingual CLIL materials
l How to use two languages (English and Japanese) togetherl How to focus on some topics or subjectsl How to develop language awarenessl How to raise intercultural awarenessl How to promote translanguaging strategiesl How to foster learner autonomy
25

Think learner-centredness
l CLIL-ite is now trying to develop bilingual co-teaching CLIL
learning materials.
l J-CLIL and CLIL-ite are collaborating to create a better learningcommunity.

26

Today’s task
Based on today’s talks, why not think about your CLIL
activities and materials.
本日の話題をもとに、学習者中心のCLIL活動や教材を考えてみましょう27