Abstract
This paper reports on a particular classroom use of an innovative program for foreign language activities. This program is Content and Language Integrated Learning (CLIL). First, the rationale of CLIL application in Japanese elementary schools is explained. Next, the research design was established and the research class was conducted. Then, the outcomes obtained from classroom observations are discussed and the teachers' interviews examined. The major finding of this study is that CLIL has the potential to deepen experiential learning by using the target language through the content. Under this regimen, the participation of both the CLIL pupils and homeroom teacher was encouraged. However, several difficulties were also identified in this study. First, the teachers' burden of preparation is high. Second, the different opinions among teachers during the procedure of the CLIL lesson proved problematic. However, the latter finding also highlighted the importance of not limiting pupils' potential in a CLIL environment based on their attitude toward other subjects in the LI, or their limited language abilities. Thus, this argues that CLIL has a potential to be an effective program for foreign language activities.
