Speaker
Description
This presentation highlights a Global Business course designed using the Content and Language Integrated Learning methodology (Coyle et al, 2010) and incorporating the development of Communities of Learners (Lave & Wenger, 1999). Approaches like Project-Based Learning and Challenge-Based Learning were used, and the course followed MEXTl policy to promote globally competent (gurobaru jinzai) students (MEXT, 2012). For their final projects, students collaborated in self-selected teams on a real-world project of their choice.r choice.
References
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Lave, J., & Wenger, E. (1999). Learning and pedagogy in communities. Learners &
pedagogy, 21, 15-34.
文部科学省 [Ministry of Education, Culture, Sports, Science and Technology]. (2012). 産
学連携によるグローバル人材育成推進会議 [Industry–academia collaborative
Council for fostering global human resources]. 文部科学省 [Ministry of Education,
Culture, Sports, Science and Technology].
The Culture Factor. (2010). The Culture Compass. Retrieved October 17, 2025,
https://www.theculturefactor.com/solutions/the-culture-compass
Short summary
This presentation highlights a Global Business course designed using the Content and Language Integrated Learning methodology (Coyle et al, 2010) and incorporating the development of Communities of Learners (Lave & Wenger, 1999). Approaches like Project-Based Learning and Challenge-Based Learning were used, and the course followed MEXT policy to promote globally competent (gurobaru jinzai) students (MEXT, 2012). For their final projects, students collaborated in self-selected teams on a real-world project of their choice.
Keywords
CLIL
CBL
PBL
Community of Learners
Special scheduling requests
Saturday, but preferably in the morning ot early afternoon.
Abstract
This presentation provides an overview of a Global Business course designed using the Content and Language Integrated Learning (CLIL) methodology (Coyle et al, 2010). The course incorporated development of Communities of Learners (Lave & Wenger, 1999), Project-Based Learning (PBL), and Challenge-Based Learning (CBL) and followed MEXT industry/academia collaboration policies to promote globally competent students (gurobaru jinzai) to help Japan develop (MEXT, 2012). In class, students formed teams and collaborated on a real-world project of their choice from a list of four. Instruction focused on promoting effective communication and teamwork. Key business concepts in the curriculum included SWOT analysis, the modern marketing mix (USPs, 4Ps/7Ps, AIDA/AISDALSLove), slideshow/website layout and design, and professional presentation skills. Through coursework, students developed critical competencies and then applied these concepts to the real-world contexts, enhancing teamwork, language proficiency, and transferable business skills. Innovative pedagogical approaches such as personality-based team formation from the 16 Personalities test, role-specific presentation strategies (mouth, head, and heart speakers), culturally responsive solutions (Hofstede’s Cultural Compass, 2010), and creative teamwork exercises were employed to foster effective community building, teamwork, inclusivity, and innovative thinking. Accessibility considerations included usage of dyslexia-friendly fonts and colorblind-friendly materials, supporting diverse learners and audiences. This collaborative and integrated approach maximized teamwork, content mastery, and language acquisition while promoting creativity and critical thinking. Attendees will learn how to set up a similarly structured course, following similar pedagogical principles but on topics of their choice.
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | Communities in Action: Collaborative Problem Solving in a CLIL Class |