Comparing the language policies and the students’ perceptions of CLIL in tertiary education in Spain and Japan
Content and language integrated learning (CLIL) was widely implemented in the education system in Europe in the mid-1990s based on their multilingual education policy. CLIL integrates acquisition of subject knowledge with language learning, either a second or foreign language, simultaneously. Recen...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universidad de La Sabana
2015-04-01
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| Series: | Latin American Journal of Content and Language Integrated Learning |
| Online Access: | https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/5091 |
| Summary: | Content and language integrated learning (CLIL) was widely implemented in the education system in Europe in the mid-1990s based on their multilingual education policy. CLIL integrates acquisition of subject knowledge with language learning, either a second or foreign language, simultaneously. Recently, CLIL in English has been introduced in higher education in Japan although its implementation is still at an early stage. This article aims to provide a brief overview of CLIL in higher education in Spain, which advances CLIL research, and in Japan in relation to the social economic rationales, and to investigate students’ perceptions of CLIL implementation in the two countries through questionnaire surveys.
The results show differences in social economic rationales of CLIL implementation in both countries: CLIL in Spain, on the one hand, is ‘proactive’ (Coyle, Hood & Marsh 2010), adhering the bilingual and multilingual education policy in the European Union. In Japan, on the other hand, introduction of CLIL seems to be ‘reactive’ to provide human resources with English proficiency for its economic purposes. In terms of students’ perceptions, about a half of the respondents in both countries shows a positive view of CLIL at tertiary level.
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| ISSN: | 2011-6721 2322-9721 |