This study investigates the design and outcomes of a Content and Language Integrated Learning (CLIL)–based Japanese language class, focused on Hiroshima’s food culture and conducted at a higher education institution in Kyrgyzstan. The findings are summarized as follows: First, in terms of language learning, learners acquired new vocabulary, expressions, and thematic knowledge across different proficiency levels. Second, regarding content learning, beginning with the topic of “okonomiyaki,” learners examined both Hiroshima’s food culture and the food culture of their own society. They compared these cultures from multiple perspectives, engaged in deeper discussions, and demonstrated advanced linguistic thinking in Japanese, while furthering their understanding of the subject matter. Overall, CLIL-based practice in Japanese language education under isolated circumstances encourages learners to look beyond practical use. This also creates meaningful learning opportunities and a clear sense of purpose for teachers.

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