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Volume 7, Issue 2
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Abstract

Abstract

In Australia, content and language integrated learning (CLIL) is commonly implemented as a way to encourage innovation in language teaching. This paper explores how Japanese can also be used to innovate the teaching of content. Qualitative data are drawn from a Year 8 science Japanese CLIL classroom in a secondary school with an opt-in CLIL program. In the class, a monolingual (in English) science teacher was co-teaching with a Japanese language teacher. Findings from observations, after-class reflections, teacher and student interviews, a student survey and work samples revealed that students were highly engaged with the Japanese component of their science lessons. Kanji was further positioned as a way for students to deepen their understanding of scientific concepts. However, there also appeared to be a separation in the way both teachers and students spoke about Japanese language use and learning science. Implications of these findings are discussed in the paper.

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2019-09-25
2025-04-25

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/content/journals/10.1075/jicb.18021.tur
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The positioning of Japanese in a secondary CLIL science classroom in Australia
Journal of Immersion and Content-Based Language Education 7, 192 (2019); https://doi.org/10.1075/jicb.18021.tur
/content/journals/10.1075/jicb.18021.tur
/content/journals/10.1075/jicb.18021.tur
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  • Article Type: Research Article
Keyword(s): CLIL; Japanese; science; secondary education

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