Speaker
Description
This presentation will demonstrate a CLIL (Content and Language Integrated Learning)-based approach implemented in a university interpreting course within Japan's EFL environment. Each class session addressed social issues such as plastic waste, integrating student presentations, collaborative learning including pair work, and consecutive interpreting practice. A survey conducted after three months examined whether CLIL increased motivation for interpreting-related learning. Results suggest that collaborative learning and background research enhanced both motivation and students’ interest in global issues.
Abstract section 1: Relevance
Content and Language Integrated Learning (CLIL) integrates language learning with subject content and promotes meaningful communication and learner motivation (Coyle et al., 2010). In Japan’s EFL context, instruction often focuses mainly on language skills, offering limited opportunities to engage with real-world topics in English. Interpreter training, however, requires both linguistic competence and background knowledge of social issues. CLIL-based instruction can support the development of these integrated abilities. Previous research also suggests that collaborative learning and meaningful content enhance learner motivation (Dörnyei, 2001).
Abstract section 3: Content/method
Over a three-month period, CLIL (Content and Language Integrated Learning) was implemented in a university interpreting course. Each class focused on a social issue, such as plastic waste. Two assigned students began class with short presentations in Japanese and English based on their research. Students then completed pair work and consecutive interpreting practice. At the end, a questionnaire with 15 students examined motivational effects of collaborative learning and background research.
Abstract section 4: Outcomes/results
Over 70% of students reported increased motivation toward interpretation-related learning. Many participants noted that collaborative learning reduced their anxiety about speaking in front of others and led to more active participation in class. Several students also reported that researching social issues increased their interest in topics they had previously ignored and led them to read news articles more frequently. These findings suggest that CLIL can provide an effective pedagogical framework for integrating language learning, interpreting skills, and engagement with global issues in university language education.
Abstract section 5: References
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning.
Cambridge University Press.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL)
classrooms. John Benjamins Publishing.
Dörnyei, Z. (2001).
Motivational strategies in the language classroom. Cambridge University Press.
Abstract section 2: Contribution/research questions
This practice-oriented presentation explores whether integrating CLIL principles into a university interpreting class can increase students’ motivation for interpreting-related learning.
| Title | Using CLIL to Increase Motivation in an Interpreting Course |
|---|---|
| Teaching Context | College and university education |