MIKU SUGAYA (THE GRADUATE SCHOOL OF EDUCATION AT CHIBA UNIVERSITY)

EXPLORING CLIL LESSONS AND THEIR IMPACT ON LEARNERS IN JAPANESE SCHOOLS: A SYSTEMATIC REVIEW : METHODOLOGIES AND TEACHING APPROACHES

Content and Language Integrated Learning (CLIL) is a principle of foreign language principle that aims to teach language and content simultaneously and originates in Europe. In Japan, many CLIL classes have been conducted from elementary schools to universities. Although various CLIL practices have been implemented in the Japanese EFL context, few studies provide an overview of the details of CLIL teaching and its effects on learners, especially at the elementary and secondary school levels. This study aims to investigate the following: 1) How many studies of CLIL instruction have been conducted in Japan to examine the effects on learners? 2) What types of topics and tasks are included in CLIL practices in Japan? I use three search engines to find previous studies at the elementary and secondary school levels: Google Scholar, CiNii, and J-STAGE. In addition to that, I selected CLIL lessons including topics and tasks conducted in Japan for analysis. The findings reveal that teachers cover various topics and set multiple tasks in CLIL classrooms.　 In addition to that, teachers are likely to choose topics on social issues or topics covered in other subjects’ textbooks, and they tend to set output tasks such as presentation tasks in CLIL practices. However, there is a scarcity of studies examining the effects of CLIL lessons at the elementary and secondary school levels in Japan. This study aimed to provide a detailed overview of CLIL practices in Japan with a view to assessing the effectiveness of CLIL implementation on learners.

Miku Sugaya is a graduate student at the Graduate School of Education at Chiba University, with a keen interest in CLIL practices in Japanese high schools. Her research will examine the effects of implementing CLIL lessons on learners.