J-CLIL Newsletter vol.09 (2022.8)“Learn with the world” through CLIL
―Possibilities and Challenges of Virtual Exchange for Future Teachers―
Sayuri Hasegawa (Meiji Gakuin University)

1. Introduction

their teachers” (p.232). While he points out that researchand practice of VE in CLIL contexts fall short, hediscusses its benefits based on research from othercontexts and concludes “it is clear that online
intercultural collaboration initiatives can have an
important role to play in achieving the goals of CLIL”(p. 238). He also describes three VE organizations, oneof which is iEARN.
International Education and Resource Network(iEARN) is a non-profit organization with an online
network connecting over 30,000 schools and youth
organizations across 140 countries so that they canparticipate in any of 100 or more active global projects
for K-12 students, to “Learn with the world, not justabout it” (iEARN, n.d.)
Established in 1988, iEARN’s Constitution preamble
reads: “The vision and purpose of iEARN is to enable
young people to undertake projects designed to make ameaningful contribution to the health and welfare of theplanet and its people” (iEARN, 2003). This vision isreflected in each of its projects. Projects are proposedand facilitated by teachers and students, and iEARN(2021) states that each project must answer the question,“how will this project improve the quality of life on theplanet?" (p.1). Now, iEARN projects are aligned with
the United Nations Sustainable Development Goals.
iEARN projects focus on authentic 21st century
themes (e.g., environment, equality, peace). While
projects take on different pedagogical forms, iEARN
guides teachers in Global Project-Based Learning(PBL) (iEARN, 2014). Kurita (2020) explains that in
iEARN’s Global PBL, participating students havecommon goals and tasks, and share final products. The
aim is for students from diverse cultures andperspectives to contribute to the health and well-beingof the planet and its people by creating newcommunities and values through iEARN’s Global PBL
projects.

This article will describe how a project of a Virtual
Exchange (VE) organization called International
Education and Resource Network (iEARN,
pronounced I earn) was integrated into a 15-weekContent and Language Integrated Learning (CLIL)
English course in fall 2021 at a university in Japan. The
course included future elementary school teachers andthe project was designed specifically for future
educators in the United States, Argentina, and Japan.
The article also reports Japanese student outcomes of
the VE, measured using a simple post-course survey
and written reflections, and discusses the potential uses
and challenges of VE through iEARN and CLIL as partof training for future teachers in Japan.
2. Virtual Exchange, iEARN, and CLIL
There appear to be several terminologies used todescribe intercultural learning activities based ontechnology involving teachers and groups of students indifferent places, such as Virtual Exchange (VE),
Telecollaboration, eTandem, Online Intercultural
Exchange (OIE), Computer Assisted Language
Learning (CALL), and Collaborative Online
International Learning (COIL) (O’Dowd, 2018;
O’Dowd & O’Rourke, 2019; Dooly & Vinagre, 2022).
Activities that have commonly been used for language
learning have also evolved separately in otherdisciplines, and so there has been an effort to agree on aunified terminology among researchers where “VEappears to be set as the most recognizable term, at leastin the EU and the USA” (Dooly & Vinagre, 2022, p.
393).
O’Dowd(2018)
statesthat VE“involves engaging students in online task-based
interaction and collaborative exchange projects withpartner-classes in other locations under the guidance of122

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Another notable aspect of iEARN is its Project
Framework (iEARN, 2020). It identifies three
Common Components and five Student Outcomes ofiEARN projects. The components are shared as a guidefor project facilitators and educators to help achieve thefollowing student outcomes:

Virtual exchange.
⚫ In Virtual exchanges, cases of interculturalcommunication breakdown are considered
opportunities for learning.
⚫ Integrate your virtual exchange into the class andthe syllabus. (pp. 234-237)

1. Connect with and become part of a global
community.
2. Develop and use communication skills toconnect with diverse audiences.
3. Develop openness and respect towards people
from other cultures and perspectives.
4. Take collaborative action to make meaningful
contributions to their local and global
communities.
5. Develop a culture of caring for each other and theplanet.

iEARN projects used by Japanese teachers in theirrespective educational contexts are reported in theannual online journal published by JEARN, theJapanese centre of iEARN (JEARN, 2022).
Specifically for future teachers, Shimizu (2022) reports
the use of the ‘Youth Project’ to have his students
support local elementary school teachers in the
integration and practice of a project. This teaches future
educators the practical skills they will need to
implement the project in the future and provides support
for current elementary school teachers. This, however,is not part of a CLIL-based course.
A few CLIL practitioners in Japan have provided
valuable insights into how iEARN’s Global PBL is not
only aligned to CLIL principles, but can be integrated
into CLIL lessons with elementary school children
and/or with university students who act as supporters of
K-12 students (e.g., Sakamoto, 2021; Tsuda, 2022;
Sakamoto & Takizawa, 2022). A CLIL text book also
introduces how iEARN projects can be integrated into
CLIL lessons (Machida & Takizawa, 2019).
As pedagogical approaches, iEARN’s Global PBL
and CLIL appear to combine well, based on limited
examples involving elementary school children, theirteachers, and future teachers in a supportive role. The
following sections will introduce how an iEARN
Global PBL project, uniquely for collaboration among
future teachers, was integrated into a CLIL course.

These five outcomes appear to be associated with the
Global Competence (GC) model defined by theOrganization for Economic Co-operation andDevelopment (OECD) (2018) for The Programme forInternational Student Assessment (PISA). Rensink(2020) introduces specific examples to show how
iEARN projects are related to competencies identified
in the GC model. “Through iEARN programming,
students acquire these important 21st century skills andglobal competencies, allowing them to communicate
ideas, recognize other perspectives, and take action
while connecting their learning to real-world issues”(p.15). Sakamoto & Takizawa (2022) discuss therelationship between iEARN outcomes and the GC
model in historical detail and provide a holistic insight
into the connection with the ultimate goals of CLIL—
to nurture 21st century skills and global competencies.
In designing VE in CLIL courses, O’Dowd (2018)suggests “Principles for the Design and Implementationof Virtual Exchange Projects” as follows:

3. iEARN’s Global PBL for Future Teachers
iEARN’s project, “Future Teachers-Knowing Our
Students; Knowing Ourselves (KOSKO)” is designed
specifically for students who want to be teachers. It was
launched in 1999 and “seeks to transform ourclassrooms and schools by transforming the way
teachers are trained. Future teachers gain direct
experience with global learning networks as they
engage in dialogue with their peers about teaching in the⚫ Virtual exchanges should involve a gradualintroduction to online intercultural interaction.
⚫ Virtual exchanges should involve CLIL tasks
which go beyond superficial self-presentationand exchange.
⚫ Teachers should assume an active role in the
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21st century” (iEARN, 2021, p.7). Facilitators provide
organizational support and partner university professors
with future educators. In line with iEARN’s Global
PBL, a project on a real-world issue for future teachers
was initiated and designed by partnered educators.

and inclusive education.
For fall 2021, the theme of inclusive education, thedriving question and final product assignment remained
the same, but new activities for international teams werecreated as we welcomed a Professor from Argentina, ateacher educator specializing in education technology.
The five Global PBL phases of the Future Teachers (FT)
Project are presented in Table 1, including a final postVE phase for Japanese learners only. The bracket below
each Phase in the table indicates the Japanese university
course week. Due to the timing of the course, Argentine
students did not participate in the final part of the project,
but they were an integral part of Phases 1, 2, and 3-1.

4. The CLIL and Global PBL Course
The purpose of having students participate in an
iEARN project was to foster global competence andone of the class goals was to experience intercultural
encounters and collaborative work with future
educators of another country. Following are the details.
4-1 Class Context
The iEARN project was integrated into the fall 2021
course syllabus of a 90-minute weekly CLIL English
communication course for students in the department of
Education and Child Development. Of the four thirdyear students, three were studying for elementary
school and middle school English teaching licenses.
English proficiency levels for two of the students basedon the Common European Framework of Reference for
Languages (CEFR) were approximated at CEFR B1
and the other two at CEFR A2. None had studied or
lived overseas. The class took place almost exclusively
online because of the Covid-19 pandemic, and only two
face-to-face classes were held during the semester.

Table 1 FT Project by Global PBL Phase and Course Week

PhasesPhase 1
(1-3)
Phase 2
(4-7)

What is a Dream School of the Future?
Introduction-Virtual meeting 1
Global Interviews
1. Peer (each international group)
2. Inclusive education experts
Phase 3 Special Education Discussions(8-10) 1. ICT Lesson Plans
2. Autism (US-JP only)
Phase 4 Final Project Presentations (US-JP)(11)-Virtual meeting 2 + iEARN forum
Phase 5 Final Reflection (US-JP)(12)-iEARN forum
Post- Consolidation of learning
VE-Reflection using Autobiography of(13-15) Intercultural Encounters (AIE)-iEARN and Japanese education-Describing Global PBL-Reflecting on language development

4-2 iEARN Project Design
The fall 2021 VE CLIL course was based on aprevious fall 2020 project (Hasegawa, 2021, 2022). The
iEARN project facilitators introduced me to a U.S.
Professor of elementary and special education, withexpertise in the areas of learning disabilities, language
learning, global learning, and teacher education. Thispartner helped guide and lead the collaboration, which
designed a project on inclusive education, launched infall 2020 that worked within the framework of SDG 4
Quality Education, especially Target 4.7, Education for
Sustainability and Global Citizenship, and Target 4.5,
Eliminate all Discrimination in Education. Students
were required to answer the driving question, What is a
Dream School of the Future? and to share the final
product in the form of an advocacy message promoting
their dream schools founded on the principles of global

The 15-week CLIL course integrating five Global
PBL phases is organized in the 4Cs framework (Coyleet al., 2010) in Table 2. In brief, the key subject matter
was inclusive education with related subtopics as listed(Content). Students worked on technical words andconcepts e.g., neurodiversity or neurotypical, sentence
structures and language by genre in English, buttranslanguaging (Sasajima, 2020, p.33) was alsosystematically introduced; in particular, a Japanesebook was required reading to support subsequentexchange tasks with U.S. partners (Communication).
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am from…, a poem describing a person’s origins andwhat are dear to them, for use in the first live virtual
meeting. Virtual meeting 1 kicked off the projectthrough zoom. Students from all three countries in threedifferent time zones were grouped into 16 international
teams, set up to work together in Phase 2. Each group
met in breakout rooms and shared I am from… poems
to get to know each other.
Phase 2 (week 4-7) Global Interviews. Eachinternational team was given two global interview tasks.
One was to interview each other and the other was tointerview one of 16 experts in the field of inclusive
education in various parts of the world. This was madepossible by the extensive network of inclusive
education and Special Educational Needs (SEN)
experts of the U.S. and Argentine professors and thecooperation of a Japanese ICT educational contents
manager at eboard. For the expert interview, students
first needed to discuss within their groups whichquestions they would ask, and how, who, and when tocontact and interview the expert. They would thenconduct the interview, share questions, and summarize
answers in the iEARN online forum created especiallyfor our project by the facilitators.
Students worked in their international groups asneeded; class time was spent updating each other on the
progress of group projects. Areas of uncertainty among
students in the international groups were addressed bydiscussing, interpreting, and thinking about possible
solutions and specific actions to take using genre
appropriate language, including for emails andInstagram. We also discussed subject matter readings inclass. Students began reading the original Japanesebook of The Reason I Jump (Higashida, 2007/2013),
written by the author who is autistic. This homework
reading provided background and enhanced learning
for an English language film which students were asked
to watch for subsequent exchange tasks in Phase 3.
Phase 3 (week 8-10) Special Education
Discussions. There were two tasks in Phase 3.
Phase 3-1 (ICT). The Argentine students
developed Instructional and Communication
Technology (ICT) English lessons for students with
SEN, and posted them with videos describing theirlessons. U.S. and Japanese students chose two project
lessons and offered feedbacks addressing a) the

The project question, What is a Dream School of the
Future? drove learning and thinking processes,
accompanied by a set of questions for every task, thatroutinely urged students to think deeply and shareopinions with each other (Cognition). Students wererequired to collaborate in both global and local teams,
while learning about a global topic and consolidatingthem to create and advocate a dream inclusive schoolfor the local community (Culture / Community).
Students were required to write weekly reflective
journals, a final report, and to finish all the tasks foreach project phase.
Table 2 Organization of course in CLIL’s 4Cs Framework

CONTENT
Inclusive Education-iEARN-iEARN’s Global PBL-UN SDG 4 target 4.5,
target 4.7-Multilingualism-Autism
COGNITION-driving question: Whatis a Dream School of
the Future?
-set of questions per
global task(e.g., Appendix I)

COMMUNICATION-Language of, for,through learning-translanguaging-sentence structures-weekly reflective
journals-genre: poem / emails
CULTURE /COMMUNITY-global team (US, AR,JP)-local team (classmates)-overseas expert
interviews-communities of autism-autobiography ofintercultural encounters

4-3 Activities by Phase and Course Week
Throughout all phases, students wrote weekly
reflective journals, noting content and language
learning separately. They received corrective feedback
using codes before the next class. Students subsequently
corrected their previous journal when submitting theirnext one. The journals were also used as starter activities
where students used them as prompts for oral
discussions, meaningful interactions, and fluency
development. Other activities by phase were as follows.
Phase 1 (week 1-3) Introduction. In the first two
weeks of class, students were introduced to iEARN andiEARN’s project for Future Teachers. They prepared I
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strengths and weaknesses and b) how the selectedlessons might be perceived in U.S. or Japanese contexts.
The exchange took place in the iEARN online forum.
Phase 3-2 (Autism). U.S. and Japanese students
watched the documentary film, The Reason I Jump
(Rothwell & Higashida, 2021) of people with autism
around the world. The students were given a set of 8
discussion questions and they were required to answer
at least two (see Appendix I). The opinions were handed
in, returned with feedback, and then posted on theiEARN online forum to share with partners. Students
were also required to respond to two other partner
opinions that were shared in the online forum.
Class time was spent discussing phase assignments,
reading partner student comments, and answering them.
Students then began to focus on their final product, acollaborative creation as one Japanese team. Draft ideas
were presented in class for discussion and final scripts
and materials were developed for final presentations.
Phase 4 (week 11) Final Project Presentations.
U.S. and Japanese students met for a second virtual
meeting. All groups presented their Dream Schools that
advocated for inclusive education. Initial questions by
the audience were posted on Jamboard. Each proposal
was also shared in the iEARN forum, for students toanswer any questions and to add comments to two other
Dream School proposals.
Phase 5 (week 12) Final Reflection. Japanese
students wrote reflections on the intercultural exchange
based on the same questions as U.S. students (seeAppendix II). These were handed in once for feedback,and then posted online for U.S. students to read. In class,
we read forum comments for the Japanese teampresentation, exchanged thoughts and impressions of
the global intercultural exchange, and discussed final
assignments.
Post-VE (week 13-15) Consolidation of learning.
Students were asked to read the questions and write
their Autobiography of Intercultural Encounters (AIE),
an initiative by the Council of Europe “designed toencourage people to think about and learn fromintercultural encounters they have had either face to faceor through visual media such as television, magazines,
films, the Internet, etc.” (Council of Europe, 2022). We
discussed the values and other features of AIE; tomaintain privacy, we did not discuss specific content

written by students. There was also a final assignment
to consolidate learning, focused on iEARN and its
possible use in Japanese education, Global PBL, AIE,
and personal language development. Students had tosubmit a draft, orally present their understandings andopinions in class for discussion, then submit their final
written paper.
5. iEARN Student Outcomes
To see if students had achieved the expected
outcomes identified in the iEARN framework, anoriginal post-course survey of 18 questions wasdeveloped; 16 of these were based on various iEARN
post-project surveys that focused on the five outcomes
associated with OECD’s (2018) GC model. There were
three open questions, and 13 questions to be answeredon a 5-point Likert scale (see Appendix III). All four
students took the survey after the course.
The results of the survey were positive. No negative
answers (“strongly disagree” or “disagree”) wererecorded. All answers were either “agree” or “strongly
agree” apart from two questions related tocommunication (Q12a, Q13) that were answered“neither” by one student each.
In addition, three open answers from this post-survey
and three open answers from Phase 5 Final Reflections
were reviewed. Related survey questions and key
comments from open answers are organized andsummarized below, under each of iEARN's five student
outcomes.
iEARN Student Outcome 1: Connect with andbecome part of a global community
One student chose “agree” and three “strongly agree”
for both “I have increased my knowledge and interest in
global issues” and “I am now more aware of theconnection between personal, local, and global issues.”
Students commented that the best part of the course wasto connect with U.S. and Argentine students. “I was also
grateful that I could create and present the idea of dreamschool in Japan and got many positive comments fromother students.” “I would like to learn more about
English and social issues around the world based on thevarious things I learned in this class.” “By sharing not
only education but also other things on a global scale,
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we can learn each other’s good points and build a good
future.”that they would like to communicate the good parts ofboth overseas and Japanese education as someone whowill be involved with education. All wanted to spread
and/or embrace the concept of neurodiversity in their
future educational capacities.

iEARN Student Outcome 2: Develop and use
communication skills to connect with diverse
audiences
All answered either “agree” or “strongly agree” forconfidence in the four skills of English. One answered“agree” and three “strongly agree” to “I explored ways
to communicate my ideas effectively to diverse others.”
They also came to realize that English is useful. “I cancommunicate by speaking English, even if thelanguages are different.” Other comments were on theneed to “take courage and tell them you don’t
understand” or “brush up the attitude of not giving up
and persevering to communicate.” More profoundly, “Ilearned that the important thing in communication is not
to learn a language, but to respect each other.”iEARN Student Outcome 5: Develop a culture ofcaring for each other and the planet
No post-survey question related directly to this fifth
iEARN global competence outcome, but there wereexpressions of satisfaction from teamwork developing
the final product, appreciation for the thoughtfulness
and cooperation from others—“What surprised memost through this project was the kindness of students
from other countries”—and words of care for inclusive
education and how they could help to improve
environments for all children with needs.
6. Discussion

iEARN Student Outcome 3: Develop openness andrespect towards people from other cultures andperspectives
Students commented on positive learning about
inclusive education from other countries, and that newideas could be formed from different perspectives. One
answered “agree” and three “strongly agree” to “Ilearned something positive about people from adifferent country that I did not know before
participating in this course” and two “agree”, two“strongly agree” for “I recognize my own perspectives
and other people’s perspectives more.” “Because
languages and cultures are different there are new
discoveries like thinking about something you’d nevereven thought of. I learned ‘difference’ is not bad, in fact
it’s good.” Students were also made aware of adifference in how Japan addresses SEN

The post-course survey and written reflections
observed through iEARN’s five outcomes related to
global competence, indicate positive gains in each
expected outcome among course participants. Futureteachers experienced a rich intercultural encounter thatdeepened their learning on the theme of inclusive
education through iEARN’s Global PBL and CLIL.
They perceived their language skills to have improved
and appear to have developed awareness andappreciation for intercultural communication andcollaboration.
Future teachers gained new knowledge related to the
topic of study, inclusive education. Neurodiversity, forexample, was a new concept they encountered and used
as a core concept for their dream school. In learning
about inclusive education in other countries, theyexperienced different perspectives on the same topic,
causing them to reflect on their own context and toquestion, for example, the educational environment forchildren with SEN in Japan. These experiences
renewed their motivation for their future role, such as
the desire to “spread neurodiversity” or to imagine what
they could do in their future classrooms to make themmore inclusive.
They also discovered the usefulness of English. This
realization was perhaps reinforced by their interactionsiEARN Student Outcome 4: Take collaborative action
to make meaningful contributions to their local andglobal communities
There were two “agree” and two “strongly agree”
for both “I can apply what I’ve learned to improveconditions of my local and global communities” and “I
can take action on a global issue,” and three “strongly
agree” and one “agree” to “I can collaborate with others
to address challenging global issues.” One commented
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with Argentine students whose native language is also
not English. As one student said, it is so obvious, but if
you have never had the opportunity to use English in anauthentic situation, perhaps it is not so obvious. For
future teachers of English to have this understanding issignificant arguably essential for Japanese education.
Students also experienced communication
breakdowns. One of O’Dowd’s (2018) principles
mentions that breakdown of communication in anintercultural setting is a learning opportunity. The
project included a phase for students to work ininternational groups where they encountered anxiety
and difficulty of communicating in English. However,they found ways to overcome these problems throughmental perseverance, alternative ways to communicate,and caring support from partner future educators. Thesesituations are invaluable learning experiences. They
also resemble something the students were studying—novel communication strategies by people with autism
and their families, where sometimes these strategies are
successful and sometimes they are not. Interculturalcommunication breakdown, in a safe and controlledenvironment with systematic support by teachers, canhelp prepare future teachers for authentic intercultural
exchanges they may organize for their future students.
Although this report is based on one limited
experience, it indicates possible important global
competence gains, significant for future teachers whowill be nurturing the next generation of globallycompetent students.
Regarding the role of CLIL teachers who are
considering integrating VE into their teaching, O’Dowd(2018) has much to advise through the principle,“Teachers should assume an active role in the Virtual
exchange” (p.236). During Phase 2, students were in
their respective groups simultaneously and I was unable
to get first-hand knowledge of the dynamics of eachgroup. It took time in class, especially in the learners’ L2,
to try to clarify an intercultural interaction that I had notwitnessed. Although we could have used Japanese toquickly understand the situation, it was interesting thatthe students hardly ever chose to switch to their native
language to resolve the question. Class time wasprioritized, therefore, to address potential
communication breakdowns in students’ L2, but thiswas sometimes at the expense of other planned classcontent. Consistent with O’Dowd’s advice to teachers,
the students did need considerable linguistic support,
because of the frequent, authentic situations in which
opinions were exchanged for the tasks. Also, in order toavoid unintended misleading or insensitive statements
online, students were asked to submit written work
before posting their opinions on the iEARN class forum.
As a CLIL language teacher, I found that this was an
ideal situation, working with ‘content’ teachers, whose
expertise in the subject of inclusive education broughtrichness and depth to the CLIL course. iEARN’s Global
PBL provides not only an opportunity for online
intercultural exchange and growth for students, but also
for teachers. When I lacked experience in specificsubject areas, I encouraged students to ask theirprofessors of Education and Child Development; it wasdifficult to practice “all teachers are content teachers”(Ikeda, 2016, p.25), but through the partnerships
developed in this project, the language teacher also
developed greater content expertise.
7. Conclusion
The article introduced a case study of a Virtual
Exchange that integrated a 15-week CLIL English
communication course with iEARN’s Global PBL for
future teachers. The project, Dream School of the
Future, was designed by educators in the United States,
Argentina, and Japan that required future teachers towork together on multiple tasks to create a final productthat advocated inclusive education.
Student self-analysis using an original post-course
survey based on iEARN’s five student outcomes andthe final student reflections on the intercultural
exchange indicated positive experiences in each of thefive student outcomes associated with OECD’s (2018)
GC model. For future teachers, it was an occasion to
gain new knowledge and different perspectives, and toreflect on their own context. They also had first-handexperience of overcoming language barriers and feelingthe usefulness of language and the importance ofcommunication. Finally, they gained a renewed andrefined understanding of their future roles in education.
This is a unique case study, narrowly focused on one
established VE organization, iEARN, and a Global
PBL project designed specifically for future teachers,
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integrated into a CLIL English course. However,
hopefully it demonstrates the benefits of including such
VE experience for future teacher training and thepotential uses of iEARN for CLIL. The indications ofgains related to global competence are promising andsignificant for future teachers who face the challengesof fostering responsible global citizens in today’scomplex world. I hope that Virtual Exchange for futureteachers will be positively acknowledged and pursued,
to “learn with the world” through CLIL.

International Education and Resource Network (2020, May). iEARN project
facilitation

guidelines.

Retrieved August

10,

2022,

from

https://bit.ly/3PnPK1f
International Education and Resource Network (2021). iEARN 2021-2022
projectbook.

https://iearn.org/assets/country/2021-Project-Book-

FINAL-Web-Version-2.pdf
JEARN(2022).

JEARN

onlinejournal.

https://jearn.jp/iearn-report/index.html
Kurita, T. (2020). Kokusai kyōdō gakushū to iEARN [Global project-basedlearning and iEARN]. The Journal of Media and Information Literacy,
1(2). 52-56.
Machida, J. & Takizawa, M. (2019). Eigo de asobō Orinpikku-

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kyōikugaku. (pp. 45-57). Hōsei University Press.

3: Lessons and materials (pp. 1-29). Sophia University Press.

Sakamoto & Takizawa, (2022). CLIL ni yoru gurōbaru conpitensu no

International Education and Resource Network (n.d.). iEARN learn with the

kokoromi: iEARN no kokusai kyōdō gakushū o tōshite [Endeavors forworld, not just about it. Retrieved August 10, 2022, from https://iearn.org/

global competence through CLIL: Through iEARN’s global project-International Education and Resource Network (2003, February). iEARN

based learning]. Bulletin of Tōyō Gakuen University, 30(1), 254-270.

constitution. https://bit.ly/3vPr5vK

Sasajima, S. (2020). Kyōiku to shite no CLIL-CLIL pedagogy in Japan [CLILInternational Education and Resource Network (2014). Teacher’s guide toas pedagogy]. Sanshusha.

online collaboration & global projects. Retrieved August 10, 2022, from

Shimizu, K. (2022). Daigaku ni okeru tedi be-a shien—Yūsu purojekuto to

http://guide.iearn.org/

shiteno gakusei no sanka keitai no shien [University support of teddy

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J-CLIL Newsletter vol.09 (2022.8)

Appendix III
Post-Course Survey Questions
Open answers:
1. What did you enjoy most in [name of course]?
2. What was most challenging in [name ofcourse]?
3. What did you learn most in [name of course]?

bear—exploring student participation system as youth project]. JEARN
Kokusai Kyōdō Gakushū iEARN Report 2021, 53-54.
Tsuda, H. (2022, February 5). Shogakusei to daigakusei ga kyōdō shita kaigai
kōryū purojekuto-CLIL to kyōdō gakushū no kokoromi [A collaboration
between elementary and university students for an overseas exchange
project—endeavors of CLIL and collaborative learning]. [PowerPoint
presentation]. 28th J-CLIL Meeting. https://bit.ly/3PdybRB

1.
2.
3.
4.
5.
6.
7.
8.

Five-point Likert scale answers:
4. I have increased my knowledge and interest in
global issues.
5. I am now more aware of the connection
between personal, local, and global issues.
6. I recognize my own perspectives and otherpeople’s perspectives more.
7. I explored ways to communicate my ideas
effectively to diverse others.
8. My perceptions about people from othercountries/cultures have changed.
9. I learned something positive about people froma different country that I did not know before
participating in this course.
10. I have developed team-work and collaborative
problem-solving skills.
11. I have developed ICT skills (e.g., using SNS,Zoom, developing PowerPoint slides, recording
on Flipgrid, etc.)
12. Regarding my English communication skillsa) I am more confident in my English
presentation skills.
b) I am more confident in my English
speaking skills.
c) I am more confident in my English
listening skills.
d) I am more confident in my English reading
skills.
e) I am more confident in my English writing
skills.
13. I am more open to using English to research
topics on the internet.
14. I can apply what I’ve learned to improveconditions of my local and global community
15. I can collaborate with others to address
challenging global issues.
16. I can take action on a global issue.

Appendix I
Phase 3-2 Autism Discussion Questions
How are families with autistic children includedin their communities? in their schools?
How is communication portrayed in the film?
What systemic factors contribute to exclusion
and marginalization
What do you imagine in the future forneurodiverse students?
What do the families (and film director andauthor) want us to know about autism?
How do you connect with the families ashuman beings?
Why does this film matter to me? mycommunity? the world?
What more do you want to know? What do you
want to do next?

Appendix II
Phase 5 Final Reflection Questions
1. What did you value about our intercultural
education projects? why?
2. What surprised you about our intercultural
education projects? why?
3. What next steps could you do as students/futureteachers and global citizens?

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