Developing a motivating CLIL based approach to teaching literature to promote communicative competence, content competence and a global mindset

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We have completed our initial work on investigating the factors involved in engagement in such a course, and students’ motivation for choosing to take a literature course taught in English. We have also developed a method for creating a blueprint for a literature course that involves the use of modified Can-do statements within the 4Cs structure often utilized in CLIL (Content and Language Integrated Learning). The 4Cs (Content, Culture, Cognition, and Communication) model closely corresponds to the framework we developed in preparation of our application. To investigate engagement, we developed a survey and questions for semi-structured interviews for use at Fuji Women’s University in Sapporo. The interviews were recorded and have been transcribed and translated. At PanSIG (Nagano) the Co-I presented a model for conducting a CLIL course with a literature focus, including some practical ideas for activities. The PI presented on engagement in relation to the selection of texts, which involved an extensive review of the literature on using literary texts in the language classroom and resulted in the production of a comprehensive rubric for use in the future selection of texts. We also presented our research on in-class activities and assignments designed to maximize student engagement through an approach aligned with the 4Cs at the JALT International Conference held in Fukuoka in November 2022. We carried out an extensive survey of extant Can-do statements which provided us with a framework for explicating the use of literature in a course structured in line with the 4Cs.