日本CLIL教育学会（J-CLIL）第８回研究発表会
6月2日に行われました研究会の報告です。
日時：2018年6月2日（土）午後2時～5時 場所：東洋英和女学院大学大学院（六本木）205教室
①「CLIL and Cognition in Elementary School English Education」
Tony Ryan (愛知教育大学)
In this presentation, Tony argued that future elementary school English education in Japan should de-emphasize product-based syllabi and give greater emphasis to process-based syllabi which focus on learning activities that engage students at not only Bloom’s lower order thinking skills levels, but also at the higher levels of cognitive thinking. The goal should be to engage the analytical, critical and creative thinking skills of the students when learning English rather than the memorization of declarative knowledge. He noted that other subjects’ lessons at elementary school challenge students to produce these levels of thinking more than do current English lessons - even those developed from the current ‘We Can’ textbook series. He then outlined two lessons he had constructed and taught to Year 6 pupils, and then reviewed their outcomes in terms of the engagement of the learners' higher cognitive levels of thinking. Tony reported on an initial CLIL teacher-training course he had created and taught at his university to undergraduate English education students. Teacher-trainees created and then taught mock lessons using the Year 6 science textbook. Finally, Tony re-iterated his hope that the post-2020 Year 5 and 6 English curriculum incorporate learning activities geared towards generating higher levels of cognitive thinking.
②「Developing students’ critical thinking skills through college-level English education on Japanese issues」
トレント信子（青山学院大学）古関公子（東洋英和女学院大学）
The presentation reports our yearlong experience of teaching 71 college students from 4 reading courses. We aimed to observe the development of students’ critical thinking by CLIL method. The method was expected to stimulate college students’ academic curiosity toward subject matters. As the subject, Japanese sociology, especially the so-called Galapagos syndrome, was chosen. Japanese learners still tend to consider that English is to express western issues, so it was hoped that learning about Japanese society in English would make learners feel that English is a language for all cultures including Japanese issues. CLIL’s emphasis on cognitive development was also expected to enhance students’ critical thinking skills that have been assessed low by international standards. In a student-centered environment, they read a variety of authentic materials to deepen their appreciation of other viewpoints. Activities included teaching articles by students, writing reflective essays, and students’ presentation based on their research on the topics. After a year, 57% of the students agreed with the benefits of learning new academic content in a foreign language. Their opinion essays showed some development of cognitive skills such as understanding, analyzing, evaluating, and most students showed increased confidence expressing opinions in research presentation and discussion.
③「答えのない学びに挑戦～教科「理数インター」の授業の取り組み～」
米澤貴史（宝仙学園中学高等学校）
本校で2016年度から取り組んでいる『教科「理数インター」』について、どのような授業であるか、そして、その取り組みの中で行った英語科との授業コラボレーション「Skit」の取り組みに関して、報告をしました。
また、『教科「理数インター」』で取り入れている、「パターン・ランゲージ」を紹介し、『コラボレーション・パターン』を用いて参加者それぞれの「実践知」を、『ラーニング・パターン』を用いて「それぞれが大事にしている学び」に関して語り合うグループワークショップを行いました。ここでは、異教科間で授業コラボレーションをするための実践知を対話をもとに考えてもらう時間とし、大いに会話が盛り上がりました。
