Does ‘soft’CLIL work? - How do the students perceive and do the tasks work?-

Abstract

　　This practical report aims to propose a ‘soft’ version of CLIL (Content and Language Integrated Learning) model that employs a variety of tasks and is feasible in EFL classes. Firstly the present report attempts to compile a useful and hands-on framework of task difficulties whereby language teachers develop and manipulate their tasks to meet the purpose of the class, and/or fit with the proficiency level of their students. Secondly, based on the established framework a CLIL class titled Global Issues conducted in English was carried out on 37 English proficient university students. The classes of 90 minutes continued over a four-month semester from April to July in 2016. Two different questionnaires were completed by the participants toward the end of the term to reveal how they evaluated the class and perceived each task. The results show that overall the students were very positive about the class, partly because the class encouraged them to be engaged in a wide variety of tasks, which they noticed were new, interesting, and useful for improving their language skills, suggesting that each task works within and across the class(es). The results also show that teacher talk is a significant variable that contributes to making the class valuable for the students, highlighting the importance of non-native teachers managing their classes mainly in English to make CLIL classes accessible. In the report, discussions are made regarding how tasks should be alongside each other in a ‘soft’version of CLIL class.