CLIL for Who? Commodification of English-Medium Courses in Japan’s Higher Education
CLIL for Who? Commodification of English-Medium Courses in Japan’s Higher Education
复制标题
日本高等教育英语课程的商品化
DOI：
10.1007/978-3-030-14386-2_6
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
G. P. Glasgow
中科院分区：
文献类型：
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作者：
K. Hashimoto;G. P. Glasgow
内容和语言整合学习 (CLIL) 起源于 20 世纪 90 年代的欧洲，它的发展假设是，如果同时获得语言以外的内容知识，语言学习会更有效。然而，如今，CLIL 更倾向于被视为英语教学的一种形式，它象征着当前教育全球化的趋势。在日本，它仍处于发展的早期阶段，与 CLIL 相关的实践很少有记录，其作为一种教学方法的潜在有效性也有待确定。本章将 CLIL 置于日本高等教育的背景下，特别关注全球顶尖大学项目。尽管政府推动高等教育部门通过提高英语水平和增加国际学生数量来提高其国际竞争力，但政府政策中却缺乏对 EMI 和双语教育理念的认可。本章探讨了日本顶尖大学如何参与 CLIL，分析大学和政府部门发布的相关文件，并找出在日本实施 CLIL 或受 CLIL 影响的项目的问题和挑战。
Content and Language Integrated Learning (CLIL), which had its origins in Europe in the 1990s, has been developed on the assumption that language learning is more effective if knowledge of content other than language is simultaneously acquired. Nowadays, however, CLIL tends to be considered more as one form of English-medium instruction, which symbolizes the current trend towards globalization in education. In Japan, where it is still in its early stages of development, CLIL-related practices are rarely documented and its potential effectiveness as a pedagogical approach is yet to be determined. This chapter situates CLIL within the context of Japan’s higher education, with a particular focus on the Top Global University Project. While the government pushes the higher education sector to increase its international competitiveness by improving English proficiency levels and increasing the number of international students, there is an absence in government policies of acknowledgment of EMI and of the notion of bilingual education. This chapter examines how top Japanese universities have engaged in CLIL, analyses relevant documents published by universities and government offices, and identifies the problems and challenges in implementing CLIL or CLIL-influenced programs in Japan.