Speakers
Description
In Europe, Content and Language Integrated Learning (CLIL) is conducted by non-native English-speaking content specialists who teach their academic discipline in English. This ‘hard’ version of CLIL has been considered difficult to implement at Japanese universities as many content specialists lack the pedagogical skills and teacher training. One way to bridge these difficulties, and a notion that is underrepresented within the Japanese university context, is to create a collaboration between the content teacher and language specialist, which includes team teaching, course planning and materials creation.
This presentation aims to give an overview of a collaboration between a language and science professor who formulated a partnership to teach a CLIL course for Engineering and Science majors at a Japanese national university.
The course was delivered in a hybrid format, with the language teacher physically present in the classroom and the content teacher participating via Zoom and integrating web-based content into the course design. In creating the course syllabus, the language teacher collaborated closely with the engineering professors from Tohoku University who provided a list of lesson topics along with suggested videos for instructional use. These videos were then used as the starting point to create lessons by the language teacher with advice and input from a science professor at Nagoya University who was also invited to team teach the course.
The classes incorporated authentic tutorial videos, online simulations, and original materials, including whiteboard explainer videos and AI-generated imagery for online handouts. This talk aims to provide insights into the process of material creation and delivery within a Computer-Assisted Language Learning environment and how the collaborative efforts of the language and content specialists, each with predefined roles, contributed to the successful teaching of the CLIL course.
| Keywords | CLIL, Hybrid delivery, Collaboration, Team teaching |
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