Clil Pedagogy For Eil In Higher Education

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Principles for teaching content and EIL in higher education EMI: Experiential insights from Japan. In X. Qiu & R. Yuan (Eds.) English-medium instruction pedagogy in disciplinary classrooms: Voices from the ground (pp.107-126). Routledge 2025 CLIL pedagogy for EIL in higher education.

Abstract This chapter discusses how EMI (English-Medium Instruction) in higher education may help students to learn skills in EIL (English as an International Language), or global Englishes beyond the Anglophone frame of reference, by examining four actual university classes in Japan as a case study from East Asia. apter makes the case for a research focus on English medium instruction (EMI) in Asia-Pacific higher education. Three key reasons are provided: (i) the rise in the geopolitical status of English as a lingua franca; (ii) the expansion of higher education in th

CLIL and Language Education in Spain

Pedagogy of Language Learning in Higher Education: An Introduction ...

The analysis will consider not only concrete policies and pedagogies but also ideological and implementational spaces (Hornberger, 2020) for CLIL pedagogy development. The paper concludes with recommendations for what may be possible and beneficial for the implementation of CLIL pedagogies in Kazakhstani higher education. [図書] CLIL pedagogy for EIL in higher education. In R. A. Giri, A. Sharma & J. D’Angelo (Eds.) Functional variations in English: Theoretical considerations and practical challenges 2020 [図書] ELF education for the Japanese context. In M. Konakahara & K. Tsuchiya (Eds.) English as a lingua franca in Japan: Towards multilingual 49) providing access to higher level education, increased mobility, and ultimately, higher positions in society, it would not be too much to say that CLIL enhances the hegemony of English (Dalton-Puffer, Llinares, Lorenzo, & Nikula, 2014). The issue of which children and teachers have access to CLIL and which do not deserve further

研究成果の概要( 英文):This research project developed a pedagogy for teaching EIL (English as an International Language) in higher education. EIL consists of varieties of English that transcends native speaker norms for expressing oneself in international communication. Given the nature of EIL, which requires a holistic pedagogy, CLIL (Content and Language Integrated In the wake of globalisation, methods and approaches designed to teach content-subjects using a second or foreign language, often English, spread across the global educational landscape (Marsh 2006). Regions or countries such as Hong Kong (Wannagat 2007) and This chapter discusses methodology for helping students in higher education to acquire linguistic as well as sociolinguistic skills in EIL (English as an International Language), or English for

The data provided support for the efficacy of implementing CLIL in higher education as the experimental group outperformed the control group in terms of both reading skills and content knowledge and showed a considerably higher positive attitude towards the CLIL course than their peers in the control group. This chapter discusses how EMI (English-Medium Instruction) in higher education may help students to learn skills in EIL (English as an International Language), or global Englishes beyond the CLIL Pedagogy for EIL in higher education by N. Hino and S. Oda.- Reflections on Teaching and Learning of English in India by P. Mohanty.- English as Medium of Instruction (EMI) Policy in Nepal: Ideologies, functionality and Practicality by P. Phyak and B. K. Sharma.-

The chapter presents an overview of the content and language-integrated learning (CLIL) experience of Tomsk Polytechnic University as an illustration of the general discussion of CLIL methodology. CLIL-based courses are analyzed against the criteria of their place in the educational programs, teaching objectives, and organization. The chapter further aims to

PDF | Content and Language Integrated Learning (CLIL) has become a widely implemented modality of instruction, yet concerns regarding its effectiveness | Find, read and cite all the research Content and Language Integrated Learning (CLIL) is an educational approach that integrates the teaching of content subjects with the learning of a foreign or second language. This article explores the concept of CLIL, its benefits, and provides evidence-based citations to support its effectiveness in language acquisition and content

Revisiting CLIL: Background, Pedagogy, and Theoretical Underpinnings
Functional Variations in English
KAKEN — 研究課題をさがす

Then, educational objectives are summarized in terms of language skills, followed by the author’s own examples of teaching methodologies and actual classroom practices in higher education. Several key concepts for EIL education emerge from these pedagogical efforts, including authenticity and critical literacy.

Content and Language Integrated Learning

Chapter Nov 2022 Julia Hüttner Ute Smit CLIL Pedagogy for EIL in Higher Education Chapter Sep 2020 Nobuyuki Hino Setsuko Oda This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and

With the increasing internationalisation of higher education, Content and Language Integrated Learning (CLIL) has become an object of both teaching and research. Varying international contexts now offer examples of effective practice and theoretical models incorporating complex and pertinent quality criteria such as national and institutional language policy, CLIL pedagogy The RiPL network is a group of researchers, practising teachers, teacher educators and policy makers interested in Research in Primary Languages. Here we explore issues, gather and share ideas, discuss and evaluate with the aim of supporting and improving foreign language teaching.

This study responds to the curricular innovation trends in higher education (HE), which is gradually leaning toward content and language-integrated learning (CLIL) pedagogy. This study features CLIL curriculum implementation from the bottom-up perspective in HE institutions in the Japanese context by focusing on language lecturers’ transformation into CLIL

All in all, CLIL in Higher Education has much to offer to Clil and eMi researchers, practitioners, and university authorities. it not only packages well-sourced information about multilingual policies and practices and delivers it in an accessible manner, but is also thought-provoking, inspiring fresh reflections and proposals.

Revisiting CLIL: Background, Pedagogy, and Theoretical Underpinnings

Content and Language Integrated Learning (CLIL) is an innovative educational approach applicable to diverse settings. CLIL promotes 21st-century skills, including logical and critical thinking, probl Abstract Content and Language Integrated Learning (CLIL) is an example of educational convergence that focuses on the simultaneous learning of subject content and language, alongside the development of competences. CLIL has become a global signature pedagogy that disrupts traditional language teaching approaches.

CLIL type provision may generally be associated with any subject in the school curriculum, although in some countries it is mainly used to teach science subjects or social sciences in secondary education. Very few countries require that teachers should hold a special certificate to work in this kind of provision. This chapter overviews the language education situation in Japan in relation to the introduction and implementation of Content and Language Integrated Learning (CLIL) in Japanese contexts. The chapter first describes the transitions of language education policies

In recent years, Content and Language Integrated Learning (CLIL) has gathered momentum in Taiwan due to attempts by the local and central governments to „bilingualize“ education with English as the medium of instruction in non-language courses. In response to this expansion of „bilingualization“ in primary, secondary, and higher education, this paper presents the

Sharing epistemological territory with immersion, content-based instruction (CBI) and English-medium instruction (EMI), content and language CLIL Pedagogy for EIL in Higher Education Chapter Sep 2020 Nobuyuki Hino Setsuko Oda This chapter explores the links between ELF (English as a lingua franca), translanguaging, and EMI (English medium instruction) research in HE (higher education). The “E” in EMI is conceptualized as ELF, rather than any single variety of English, and furthermore, this is embedded in multilingual contexts with other languages also present. Due to the multilingual

Yi-Ping Huang* Wen-Li Tsou** In recent years, Content and Language Integrated Learning (CLIL) has gathered momentum in Taiwan due to attempts by the local and central governments to “bilingualize” education with English as the medium of instruction in non-language courses. In response to this expansion of “bilingualization” in primary, secondary, and higher education, In ‘norm-dependent’ higher education especially, the development of contextual literacy is not a new movement, but instead an ongoing phenomenon that is finally being recognized and targeted as the expectations of students move increasingly toward building critical literacy in tandem with cultural and academic literacy in English. PDF | In this chapter, we first describe the origins of content and language integrated learning (CLIL) as an educational approach that emerged in the | Find, read and cite all the research you

Developing EIL pedagogy for CLIL at the university level

This chapter makes the case for a research focus on English medium 5 instruction (EMI) in Asia-Pacific higher education. Three key reasons are provided: 6 (i) the rise in the geopolitical status of English as a lingua franca; (ii) the expansion 7 of higher education in the region; and (iii) the boom in large-scale internationali-8 sation education policies by Asia-Pacific governments. In this An observation tool for effective L2 pedagogy in content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism 10. 5, 603 – 624. CrossRef Google Scholar Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press. Google Scholar European Commission

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