Abstract
This presentation takes the teaching methodology CLIL (Content and Language Integrated Learning) and attempts to understand its application to the authors self-made geography content course within a medium sized university in Japan. The author conducted the research as an action researcher, meaning the teacher-researcher was an integral part of the research process during each stage of the action research cycle. This study aimed to discover how well the author's course matched CLIL principles and determine whether anything should be changed to align it closer to CLIL principles. The results revealed that the presenter's geography course could indeed be described as a CLIL course. However, on the spectrum of CLIL, it likely would be described as closer to ‘hard CLIL’ than ‘soft CLIL’. The results also shed light on improvements that could be made to the course based on student feedback.
Author Information
Ross Sampson, Toyo University, Japan
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