CLIL教育における一考察：
SDGsの観点から
2023 年 43 巻 1 号 p. 87-107
詳細
2023 年 43 巻 1 号 p. 87-107
Content and Language Integrated Learning, (CLIL) is an approach where students learn a subject and a second language at the same time. It deals with the language used by a discourse community for communication for specific purposes. It is also relevant for teaching English language including academic English in the field of sustainable developmental goals (SDGs) 1. SDGs class materials with using a CLIL method can be classified into genres, which consist of three features, such as discussion, oral presentation and academic writing. Teaching the use of a language for specific purposes enables learners to become aware genre texts, where they have an opportunity to understand grammatical, lexical, technical and phonological patterns while learning about SDGs. CLIL can be also considered as an avatar of language for specific purposes. First, CLIL is defined to meet specific needs of learners. The CLIL method is widely practiced in many universities in Japan. Second, CLIL is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre, focused on content-based learning on SDGs. Third, CLIL is likely to be designed for adult learners, including university students from intermediate level to academically advanced students. Fourth and finally, CLIL courses assume some advanced knowledge of the language system, but it can be used with intermediate learners. In a sense, CLIL teaching has much in common with English as a Foreign Language (EFL) and English for Academic Purposes (EAP). Quickly developing CLIL can be considered as part of a larger concept of English for Specific Purposes. In this paper, the author conducted a questionnaire survey of 37 students majoring in veterinary medicine at Nihon University to survey whether or not students could acquire English from SDGs using CLIL methodology. Based on the results of the questionnaire, the author also provides discussion as the effectiveness of CLIL teaching, examining some good points and bad points to substantiate the survey results.
