日本CLIL教育学会（J-CLIL）第13回例会
4月20日（土）に行われました例会の報告です。
日時：2019年4月20日（土）午後2時～5時 場所：上智大学 四谷キャンパス 2号館 508教室
①「『英語で算数・英語で数学』実践報告 －これはCLIL教育なのでしょうか？－」(in Japanese)
須原秀和（須原英数教室）
本日の私のテーマは『塾におけるCLL教育の実践報告』です。発表内容は、1）語学教育について
2）須原英数教室での実践授業風景
3）『SUHARA式』以前の教材の一例 関数総論
4）『SUHARA式』教材による大阪府立八尾高校での実践報告
5）『SUHARA式』教材による『大人のための英語で算数サロン』風景
6）結論 提案です。
あまり大上段に構えるのではなく、①できるところから少しずつ英語を交えて授業をされること、またその折の教材としましては、②左側に日本語を右側には英語を表記した見開き2ページものを作られることを、ご提案申し上げます。指導する先生方も、指導される生徒諸君も安心して使える教科書だからです。子供たちの喜ぶ笑顔のために…。
②"Building Vocabulary and Mindset Necessary For EMI" (in English)
Michele Joel (Kyorin University)
The need to develop a mindset for students to learn content in English became evident after several research projects that focused on vocabulary needed to study content in English. As students went through the program developing English language skills, then taking content classes in English, they did not achieve full understanding of their subjects. This lack of depth came partly from students feeling that any class taught in English was simply a fun class where they would practice English in a light atmosphere. If they could make sentences in English, that was enough.
When considering that students’ main degree content was taught in English in their third and fourth years, making sentences was not enough. The researcher built a new curriculum around content, beginning in the first year. By focusing on the goal: EMI, and preparing for learning content in English from the start, the mindset of students shifts from separating English language classes and content classes to mastering content regardless of the language of instruction. Including content from the first term means that there must be a collaboration between the EMI teachers and language teachers so that students are well prepared to meet the expectations of those classes.
