The 1st J-CLIL Annual Bilingual Conference: CLIL pedagogy for multilingual and multicultural contexts

Authenticity and motivation in soft CLIL

2018 J-CLILPinner_authenticity

Short Abstract

This talk discusses materials in CLIL, specifically looking at the issue of authenticity, which is often a defining aspect of the CLIL approach. Authenticity connects to motivation, again providing a central justification to CLIL implementation and practise. The talk examines problems related to authenticity in CLIL materials, and suggests practical solutions.


This talk examines the difficult issue of materials in CLIL. Textbooks grounded in CLIL approaches pose a dilemma for publishers, as they necessitate content-specific, context-specific and learner-specific material. This is at odds with many international publishers’ business models, which tend to favour generic course books which can sell widely across different cultural, linguistic and educational markets. Yet, due to the importance of CLIL as a ‘brand name’, many FL course books have incorporated superficial elements of CLIL into their pages which fail to promote meaningful forms of weak bilingual education. This is potentially damaging to the image of CLIL approaches, as it represents a watering-down of the core approach. Branding FL materials as CLIL could see a weakening of one of the central arguments and defining features of CLIL; namely authenticity. It has been argued that authenticity is ‘intrinsic to CLIL’ and as such provides the main argument as to why CLIL is potentially more motivating (and thus more likely to yield successful learning outcomes) than other, more traditional, foreign language teaching approaches. In this talk I will outline these issues and provide practical examples along with suggestions for practitioners seeking praxis between the theoretical underpinnings of CLIL and actual classroom practice.


References from the talk

Anderson, B. (2006). Imagined communities: Reflections on the origin and spread of nationalism (Revised ed.). London: Verso.

Banegas, D. L. (2013). The integration of content and language as a driving force in the EFL lesson. In E. Ushioda (Ed.), International perspectives on motivation (pp. 82-97). London: Palgrave Macmillan.

Banegas, D. L. (2014). An investigation into CLIL-related sections of EFL coursebooks: issues of CLIL inclusion in the publishing market. International Journal of Bilingual Education and Bilingualism, 17(3), 345-359. doi:10.1080/13670050.2013.793651

Banegas, D. L., Pavese, A., Velázquez, A., & Vélez, S. M. (2013). Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning. Educational Action Research, 21(2), 185-201. doi:10.1080/09650792.2013.789717

Dalton-Puffer, C., Llinares, A., Lorenzo, F., & Nikula, T. (2014). “You Can Stand Under My Umbrella”: Immersion, CLIL and Bilingual Education. A Response to Cenoz, Genesee & Gorter (2013). Applied Linguistics, 35(2), 213-218. doi:10.1093/applin/amu010

Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014a). CLIL and motivation: the effect of individual and contextual variables. The Language Learning Journal, 42(2), 209-224. doi:10.1080/09571736.2014.889508

Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014b). Giving voice to the students: what (de)motivates them in classes? In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (Vol. 40, pp. 117-138). Amsterdam: John Benjamins Publishing Company.

Graddol, D. (2006). English next : why global English may mean the end of ‘English as a foreign language’. London: British Council.

Ikeda, M. (2016). CLIL活用の新コンセプトと新ツール [CLIL’s utilization of new tools and concepts]. In M. Ikeda, Y. Watanabe, & S. Izumi (Eds.), CLIL: New Challenges in Foreign Language Education at Sophia University (Vol. 3: Lessons and Materials, pp. 1-29). Tokyo: Sophia University Press.

Lasagabaster, D., Doiz, A., & Sierra, J. M. (Eds.). (2014). Motivation and foreign language learning: From theory to practice (Vol. 40). Amsterdam: John Benjamins Publishing Company.

Lorenzo, F. (2014). Motivation meets bilingual models: goal-oriented behaviour in the CLIL classroom. In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (Vol. 40, pp. 139-155). Amsterdam: John Benjamins Publishing Company.

Pinner, R. S. (2013a). Authenticity and CLIL: Examining authenticity from an international CLIL perspective. International CLIL Research Journal, 2(1), 44 – 54.

Pinner, R. S. (2013b). Authenticity of Purpose: CLIL as a way to bring meaning and motivation into EFL contexts. Asian EFL Journal, 15(4), 138 – 159.

Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In E. Ushioda & Z. Dörnyei (Eds.), Motivation, language identity and the L2 self (pp. 215-228). Bristol: Multilingual Matters.

Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao, & T. E. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 11 – 25). Bristol: Multilingual Matters.

Ushioda, E. (2016). Language learning motivation through a small lens: A research agenda. Language Teaching, 49(4), 564-577. doi:10.1017/S0261444816000173

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CLIL Workshop in Osaka: The front line of CLIL – principles and practice for integrated assessment

We are pleased to announce this upcoming workshop at Sophia University’s Osaka Satellite Campus on the 3rd of March 2o18. The featured speakers will be Makoto Ikeda, Yuki Yamano, Correy Fegan and Jane Delaney. The price is 4,000 yen. Please see the attached flyer.

2018 CLIL assessment seminar Osaka

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Professor Ana Llinares Professional Development sessions for CLER instructors

Reported by Chantal Hemmi

CLER Lectures on CLIL

14th of March, 2017 was a special day for Center for Language Education and Research instructors as well as participants from the English Studies and English Literature departments.  Professor Ana Llinares is an associate professor at the Universidad Autónoma de Madrid and teaches Applied Linguistics, discourse analysis, pragmatics and CLIL specific courses. We were delighted to be able to receive input directly from Professor Llinares who is a recognized professional in the area of research in CLIL; she linked theories, her own research in discourse analysis in CLIL and practice and inspired us in a special way. There were 21 participants altogether, and the sessions took place in a dialogic way, involving all participants to share their ideas and ask questions.

The talks offered were as follows:

  1. Systemic functional approaches to CLIL
  2. Integrating interaction in CLIL classrooms
  3. Student-centred activities

2017 Sophia Lectures on CLIL-Sophia Linguistic Institute for International Communication (SOLIFIC) event

On the 17th of March, 2017, Professor Llinares delivered two more workshops on the following content:

  1. Learning and teaching content and language in integration- application of systemic functional linguistics
  2. The roles of interaction in CLIL

There were around 40 participants present, and there was a dynamic exchange of ideas across the floor.  In the first session, Professor Llinares addressed the ‘characteristics of different school genres as well as the L2 resources that students need to express academic content’. In the second session, the roles of interaction in CLIL, Professor Llinares spoke about ‘features of classroom interaction that enhance content and language integration in the context of the classroom’.

To sum up, both the sessions for CLER and SOLIFIC were well received, and the participants were actively involved in discussing the content of Professor Llinares’ talks; some participants requested that they would like to learn further about the methodology of her studies in future.

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CLIL in Japanese Schools; Events with Rosie Tanner – An Overview

Reported by Graham Mackenzie

As a part of a CLIL Materials Development Research Project supported by Kyokasho Kenkyuu Centre, we were very fortunate to be able to welcome Education Consultant and CLIL specialist Rosie Tanner to Tokyo for a series of informative workshops on CLIL for elementary, junior high and senior high school teachers at the beginning of August, with the purpose of discussing and demonstrating how CLIL could be applied in English language education in Japan.

  1. Learning Dialogically through a CLIL Approach 

On Monday the 1st of August, around 115 elementary and junior high school teachers gathered at Shirayuri University for this event. The first speaker was Chantal Hemmi of Sophia University, who gave the audience an overview of the fundamental theories and principles of CLIL, before going onto practically explain how CLIL could be applied in elementary English education through the use of storytelling, which she emphasized is an effective medium for stimulating the imagination of learners and presenting culturally rich content. Related to this, Rosie Tanner then gave the group a demonstration of CLIL activities that teachers can use with storytelling, using the example of “The Hungry Caterpillar” by Eric Carle. The activities Rosie demonstrated were very interactive and engaging, such as saying the missing words in the story or arranging picture cards from the story in order. Rosie emphasized how a focus on the use of language and meaning rather than the study of the language itself can foster positive attitudes to language learning in young learners.

In the afternoon, two separate sessions were held twice simultaneously so that participants in smaller numbers could experience CLIL demo lessons for elementary and junior high schools. In the elementary demo lesson presentation, Tomoko Yokoyama and Chantal Hemmi demonstrated how they conducted CLIL lessons on the Olympics and Paralympics using both English and Japanese. To break the ice, Chantal first started the session with a ‘Hello song’ followed by an Olympics quiz which was used in a joint lesson taught by the two teachers at Tatsunuma Elementary School in October 2017. The quiz was conducted to activate student interest and find out what they know about the content and language related to the Olympics, sportsmanship and Olympism.

In the latter part of the presentation, Tomoko presented what she had taught her class of 30 9-10 year old children about the Olympics in her General Studies classes using Japanese.  She used graphics and video to make her lessons multimodal in order to activate student interest and deepen their understanding about the Olympic games. The children learnt that Olympism is not just about competition but participation in sport, and individual differences were to be embraced. Lastly, Tomoko presented three video clips of children making presentations based on the target structures learnt in a jointly taught lesson with Chantal; ‘I am ~. I like ~. I can ~. Nice to meet you.’ was the language they learnt. Tomoko explained how the children were enthused and motivated by the activity.

The session encapsulated how the children’s L1 can be used effectively to deepen understanding of the content, and how the children used what they learnt both in the Japanese and English sessions in order to process an end task which was to make a presentation about what they like and can do.

In the junior high school demo lesson presentation, Graham Mackenzie of Sophia University demonstrated a series of lessons for second year students on the topic of schools around the world. Graham demonstrated how content and language can be integrated in the four main stages of the lesson as follows.


Content Language
Flags and location of 9 countries around the world

Pictures of school classrooms in those countries.

Names of countries and continents.

there is/there are to describe and compare the classrooms.

Rules in our school must/mustn’t, have to/don’t have to, can/can’t.

clean the classroom, run in the corridor etc.

Video made by two students from Scotland about their school rules, facilities and subjects. As in the video.
Students prepare and make a presentation about their ideal school. Language recycled from the above and generated by students.


This demo lesson demonstrated how even with low level learners and even in line with a grammar curriculum, content can be integrated into language lessons to make the lessons more engaging and meaningful for the students. Also, by incorporating pictures, video, written text and content created by the students themselves it was shown that multimodal input, as an important aspect of CLIL, is another effective way to maintain student engagement as well as to recycle target language.

The final part of the event was a Q and A session with all presenters on the panel. Questions for the panel included how to implement CLIL at lower years in elementary school. The panel again emphasized the usefulness of stories and songs at this level to teach language and content together. In general, the panel stressed that more important than adhering to any particular methodology was to make sure students were engaged fully in lessons, with a positive attitude about learning English. It was noted that learning language and content at the same time may be one of the most effective ways to do this.

Overall, the event was a great insight into the possibilities of CLIL in elementary and junior high schools in Japan. It was wonderful to see so many enthusiastic school teachers so interested in this.


  1. CLIL Workshops for Junior and Senior High School Teachers.

Two more events were held at Sophia University in the form of workshops on CLIL for junior high school teachers on Friday the 4th of August, and senior high school teachers on Saturday the 5th of August. On the 4th there were 41 and on the 5th ,45 participants from around Japan, including Osaka, Aichi and Okinawa as well as from Singapore.

Rosie began these workshops by giving an overview or revision of key concepts and important characteristics of CLIL, such as hard and soft CLIL, activating, and lower/higher order thinking skills, referring to the revised Bloom’s taxonomy (Anderson and Krathol, 2001). This was done in the form of a quiz rather than a lecture so it was engaging and collaborative. Participants then reflected on their current practice and the extent to which they currently incorporate characteristics of CLIL by completing Rosie’s “How CLIL are you?” questionnaire.

In the second part of the workshops, Rosie demonstrated how CLIL activities could be incorporated into lessons based on state designated textbooks for junior and senior high. She showed how the topics and readings in the textbooks could be used to engage students further in a number of ways, including the following:

  • communicative activities for activating
  • jigsaw reading of texts
  • information gap activities using gapped texts
  • predicting and listening for content in videos on YouTube
  • communicative game for collocations
  • “experts” jigsaw activity for longer videos
  • discussion board game.

Finally, participants chose one of the demonstrated activities and prepared their own versions of them to teach to another group of participants, allowing them to practically experience how CLIL activities could be incorporated into their lessons.

Overall, the workshops were very lively, practical and well-received by participants as the below comments show.

  • “It was really fun and fruitful to learn about CLIL through the actual activities”
  • “It was a great workshop – very informative and instructive”
  • “We could also get lots of ideas from each other”

Many thanks to Rosie for coming to Japan and sharing her expertise with us, and many thanks to all the attendees for helping to make the events so lively and productive! It was especially helpful that Rosie had customized the workshop for Japanese educational contexts, referring to existing state designated textbooks. All in all, we learnt that CLIL can be used in different curricula, either partially or fully, depending on the aims of each institution and course. CLIL is certainly an approach which could be employed to make our lessons dialogic, encouraging students to think deeply, and also to use the language actively through tasks that are suitable at different cognitive and linguistic levels.


Anderson, L. W. and Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA (Pearson Education Group)





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Upcoming CLIL Workshops for High School Teachers!

Distinguished CLIL expert, Rosie Tanner, will be vising Japan in August 2017 to hold two separate CLIL workshops for Junior High School and Senior High School teachers at Sophia University, Tokyo.

All are welcome, although places are limited to 40 seats. Please see the poster attached and email to register your interest.

  • CLIL workshop for Junior High School Teachers: 4th of August, 2017 11:00- 16:45 at Sophia University library L-821
  • CLIL workshop for Senior High School Teachers: 5th of August, 2017 11:00- 16:45 at Sophia University library L-821

このワークショップではCLIL(内容言語統合型学習)の専門家Rosie Tanner先生

Download the flyer here

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The Symposium on Studying Subjects and Specialist Content Through English – Write Up

The Symposium on Studying Subjects and Specialist Content Through English 「英語で教科内容や専門を学ぶ」 at Waseda University was an excellent and thought-provoking event, which was attended by teachers and students from many different areas of education, from primary to university levels.

The first speaker was Professor Makoto Ikeda of Sophia University, who discussed his research and whose talk was entitled 「言語能力から汎用能力へ:CLILにおけるコンピテンシーの育成」(From Language Ability to General Purpose Competencies in CLIL). Professor Ikeda discussed recent development in CLIL, going on to explain the meaning of competencies and their place in educational theories and methodologies. He then discussed how CLIL materials are much more focused on developing core educational competencies rather than traditional text-book materials, which he showed through a demonstration and comparison of materials. Finally, he explained about some “real CLIL” experiences he had the opportunity to observe at Shirayurigakuen Elementary School in Sendai. As part of Professor Ikeda’s talk, Corey Feagan was asked to take the stage and explain the approach being implemented in his school, which is to “learn maths in English”. Overall, the talk provided several very practical examples of CLIL, including video footage taken during a CLIL lesson observed in Sendai. What struck me was the English ability of the children in this video, and the way they confidently discussed their tasks using English. It was a truly enlightening example and left many in the audience feeling confident that the children were benefiting from their CLIL maths classes. However, several issues were raised, particularly the idea of first language ability to discuss maths, which came up also during the panel discussion which I will discuss at the end of this summary.

The second speaker was Ms Keiko Hanzawa from Waseda University, whose talk was entitled 「CBI/CLIL/EMIの再定義」(Redefining CBI/CLIL and EMI). At first, she asked people about their overall impression of these three approaches, and asked how they were the same or different. She then proceeded to give a very clear definition of each, explaining how they were different and the merits of each one. This was especially useful and necessary as several participants in the audience were being introduced to these topics for the first time. This proved very useful and allowed the discussion to focus more in the second part.

After a short break, Mr. Yasuhisa Fukuda from Tokyo Metropolitan Nishi High School took the stage to explain several advantages of CLIL from his practical experience at a school which has implemented CLIL approaches. During his talk, entitled「都立高校におけるCLIL実践の効果と課題」(The Effect and Challenge of CLIL Practice at a Municipal High School), he discussed motivation and authenticity, and also gave a lot of emphasis to assessment. He gave a very clear and solid set of examples of CLIL implementation, including sample materials, but also discussed the problems and limitations that needed to be addressed through cooperation between faculty. One of the takeaway messages of Mr Fukuda’s practical explanation was that, although the students found the work challenging, they also found it fun. Challenge is both a component of authenticity (Mishan, 2005) and a component necessary to finding motivational flow (Csikszentmihalyi, 2013), so this was a very encouraging observation.

In the next talk entitled 「大学で専門を学ぶための英語力:英語4技能入試導入との接点」(English Language Ability Required for Learning in Areas of Specialization in University: Howe does it Relate to the Introduction of Four-Skills English Language Assessment to University Entrance Examinations?) Professor Yasuyo Sawaki from Waseda University then came on to give a detailed explanation of her own small-scale interview research conducted at Waseda University from an EMI perspective. Her research looked in particular at characteristics of English language skills required in content courses where part of the instruction involves English and views of the instructors of the content courses on the introduction of four-skills English language assessment for university admissions currently being discussed as part of the government-initiated English language education and entrance examination reform (Ministry of Education, Culture, Sports, Science, and Technology; MEXT, 2016). She was followed by Professor Kumiko Murata from Waseda University and Dr Mayu Kanagahara from Kanda University of International Studies, whose research was funded by the Institute for Advanced Studies in Education, Waseda University and a government grant and looked at the implications of English as a Lingua Franca for EMI approaches. Their talk, 「EMI(英語による授業)と「英語」への学生・教員の意識調査:ELF(共通語としての英語)の視座より」(EMI Students and Faculty’s Awareness of English as a Lingua Franca), presented the results of questionnaire research focusing on attitudes toward and awareness of English as a Lingua Franca and how this was under-represented in the current implementation of EMI programs. The main question which they asked the audience at the end was “What does the E in EMI really stand for?”, of course the implication being that it stands for ‘English as a Lingua Franca’, rather than one that conforms to the standards of a particular nation.

To round off the day’s session, there was a short panel discussion involving all the presenters. The main issues that were discussed were the issue of teacher training, preparation and planning in order to implement CLIL 「教員の問題)」, and the problem of mother-tongue 「母語の問題」, because it had been noted during professor Ikeda’s session that some of the children had learned how to speak about maths so well in English but they were not as capable of doing so in their first language. It was stressed that a balance needed to be struck in these bilingual approaches, in order not to cause problems for learners in their native languages. This reminded me very much of the issues that were raised by Mori Arinori during the Meiji restoration, who had also at one time proposed that education be done in English, only to face criticism for neglecting the first language development of Japanese students (see Heinrich, 2012 for a more detailed discussion of the history of Japan’s language policies). But it may be worth noting that even additive bilingual education programs, in which more than 50% of the content instruction in elementary school is given in a second/foreign language, are reported not to negatively affect first language acquisition (e.g., Shin, 2012).

The entire session lasted just four hours, but there was so much discussion crammed into that time that many speakers on the panel acknowledged that they were only able to scratch the surface of some of these issues. Professor Harada, who was the main organiser of the event, did an amazing job keeping everybody on track and fielding questions. Ultimately, the session proved that although CLIL, EMI and CBI are very promising approaches, what is really needed still are practical examples, collaboration, cooperation and an open community of sharing ideas. To that end, the Waseda Symposium was a great success in moving the discussion forward, and we hope to see many more events like this in the future.



Csikszentmihalyi, M. (2013). Flow: The psychology of happiness. New York: Random House.

Heinrich, P. (2012). The making of monolingual Japan: Language ideology and Japanese modernity. Bristol: Multilingual Matters.

MEXT (2016). Koudai setsuzoku no shinchoku joukyou ni tsuite [On the progress of high school/universeity articulation]. Retrieved November 28, 2016, from

Mishan, F. (2005). Designing authenticity into language learning materials. Bristol: Intellect Books.

Shin, S. J. (2012). Bilingualism in schools and society: Language, identity, and policy. New York: Routledge.


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2017 Sophia Lectures on CLIL

It is with great anticipation that we announce this year’s Sophia Lectures on CLIL series. 2017 will see Dr Ana Llinares coming to Tokyo in order to give a workshop and lecture on CLIL research and practice.

You can also download the PDF flyer to advertise in your own institutions here.

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Symposium for CLIL in a plurilingual community of practice 2017

Following on from the success for the 2016 Symposium, CLIL in a Plurilingual Community of Practice returned with more speakers and demonstration lessons to talk about how CLIL can be implemented as an approach in Japan for foreign language learning. This year’s symposium featured demo lessons in English, French and Chinese, as well as talks about materials and techniques and language policy. There were over one hundred attendees and there was enthusiastic discussion from the participants.

Following the welcome speeches by organisers Yoshimi Hiroyasu, Chantal Hemmi and Akiko Masaki, the first plenary session was given by Makoto Ikeda, who spoke about CLIL Principles, Materials And Techniques In Diverse Contexts. Professor Ikeda talked about these three issues in turn, stressing always the practical side and giving clear examples of how these aspects are implemented. After outlining the position of CLIL in ELT methodologies and explaining the different types of CLIL programme (such as soft CLIL, light CLIL and bilingual CLIL – see Ikeda 2012), he also discussed the ELT-CLIL-EMI continuum (Ikeda 2016).


Professor Ikeda discussed the role of authenticity in CLIL, which he highlighted by showing various CLIL teaching materials from textbooks and handouts, and connecting them with both Lower and Higher-Order Thinking Skills. This led onto a discussion of tasks, which was demonstrated with a range of videos from observed classes in Europe and teacher training DVDs. The overall structure of Professor Ikeda’s talk was to present the theory, and then show how these concepts are actually put into practice through tasks, materials and classroom interactions.

Following this, Professor Emi Fukasawa then gave the audience an insight into her own teaching with an intimate account of her Elementary level students at Sophia’s Centre for Language Education and Research (CLER). The focus of the demo lesson was on niche marketing, and Professor Fukasawa clearly demonstrated how CLIL can be implemented even with low-level proficiency learners. Her materials were self-authored, and Professor Fukasawa showed how content that is familiar to students can be adapted as authentic materials (such as the Aigan for Yu bath glasses) as well as less familiar content, such as the Pilipino fast-food chain of restaurants, Jollybee.


After a short break, Dr Lisa Fairbrother from Sophia’s Faculty of Foreign Studies gave a talk on Language Policy in Education as a Process. Like Professor Ikeda, Dr Fairbrother spoke in Japanese but used English on her slides, which was an example of what Garcia and Wei would call translanguaging; an important aspect of many CLIL classrooms and other bilingual approaches. Dr Fairbrother spoke about Micro, Meso and Macro-levels of language planning, and how these levels interact as language programs unfurl as a dynamic process. Without laying any blame, Dr Fairbrother was able to holistically evaluate the implementation of Japan’s foreign language policy (Macro-level), and explain how these are important considerations for teachers and learners at the Meso and Micro levels of implementation. For me, this talk was fascinating as I found it empowering to know how the things that I control in my classroom interact with these much wider policies. Dr Fairbrother’s emphasis was of course on evaluation and review, in other words making sure that the policies work and ensuring that the management cycle is one which works towards the benefit of all stakeholders.

Following Dr Fairbrother’s talk, we were treated to two demo lessons. The first, in French, was given by Professor Ayako Kitamura, in which participants used simple expressions to learn about artists, their most famous works and their province of origin. Personally, this was one of the most enjoyable high-points for me as I love French and I love art, so it was very enjoyable to be able to learn about them both together.

Afterwards, Professor Zhang Tong gave us a detailed explanation of her Chinese intermediate class, in which she uses authentic materials such as videos and statistics, in order to provide her students with talking points and to supplement her textbooks. She stressed the importance of involving the students in a process of negotiation when selecting and adapting authentic content. This seemed to have much in common with what I have previously called The Living Textbook (Pinner 2016). In other words, authentic content needs to be negotiated and tailored for each class based on their needs and interests, something that Dr Fairbrother also picked up on during the panel discussion.

At the end, all the speakers gathered together for a panel discussion and Q&A session. Some of the topics discussed were the use of the L1 or mother tongue in order to scaffold and facilitate understanding, the balance between Higher and Lower-order thinking skills (HOTS and LOTS). Also, the issue of negotiating content and getting feedback on what’s working and what’s not working were highlighted as important.

Overall, the symposium was another great success. All the participants were given insights into how multilingual education looks in both theory and practice. Each speaker gave relevant information and managed to combine theory with practical examples that made it easy to follow. I would like to extend my gratitude to the organising committee for all their hard work in putting together today’s symposium, as well as each speaker for their insightful talks, and of course the many participants who attended the talk and made it such a lively forum for discussing CLIL in a plurilingual community of practice.


Ikeda, M. (2012). CLILの原理と指導法 [Principles and methodologies of CLIL]. In S. Izumi, M. Ikeda & Y. Watanabe (Eds.), CLIL: New Challenges in Foreign Language Education at Sophia University (Vol. 2: Practices and Applications, pp. 1-15). Tokyo: Sophia University Press.

Ikeda, M. (2016). CLIL活用の新コンセプトと新ツール [CLIL’s utilization of new tools and concepts]. In M. Ikeda, Y. Watanabe & S. Izumi (Eds.), CLIL: New Challenges in Foreign Language Education at Sophia University (Vol. 3: Lessons and Materials, pp. 1-29). Tokyo: Sophia University Press.

Pinner, R. S. (2016). Reconceptualising Authenticity for English as a Global Language. Bristol: Multilingual Matters.

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EMI, CBI and CLIL Symposium at Waseda University

On Saturday December 17th, 2016 there will be a symposium focusing in EMI, CBI and CLIL methodologies at Waseda University’s Department of Education. Please note, the language will be in Japanese. However, if you are studying Japanese, this is a good way to expose yourself to CLIL by studying Japanese whilst learning about CLIL.

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SYMPOSIUM for CLIL in a Plurilingual Community of Practice

Date: January 28, 2017 (Saturday)

Place: Room 102, Building 12, Sophia University, Tokyo Japan

In this symposium, Professor Makoto Ikeda will introduce the theory of CLIL in connection to practices of CLIL in Japan and Europe. This will be followed by demonstrations and examples of actual practice of CLIL at Center for Language Education and Research. We present our interpretations of teaching content and language in an integrated way, taking into consideration the goals of the learners in each context. We celebrate our diversity at CLER where 22 different languages are taught.

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