Speaker
Description
This presentation explores integrating CLIL (Coyle, 2007) and Translanguaging (Garcia et al., 2017) in a Japanese university “Introduction to Sociolinguistics” course. Mixed-methods findings from 18 students show that L1 use in L2 classrooms enhanced content comprehension, language skills, and intercultural competence. By blending content-focused lessons with language development, students critically engaged with sociolinguistic themes, fostering confidence, cultural empathy, and preparation for global academic and professional contexts.
Summary
This presentation will explore the integration of CLIL and Translanguaging techniques in the Japanese University classroom. The project took place in a content focused subject taught in English called "Introduction to Sociolinguistics". Results of post course surveys showed that students felt that being able to use their L1 in L2 classrooms promoted content comprehension and language skills development.
| Teaching Context | College and university education |
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