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Article published In:
Teaching, Learning and Scaffolding in CLIL Science Classrooms
Edited by Yuen Yi Lo and Angel M.Y. Lin
[Journal of Immersion and Content-Based Language Education 7:2] 2019
► pp. 192–211

The positioning of Japanese in a secondary CLIL science classroom in Australia

Language use and the learning of content

 | Monash University
In Australia, content and language integrated learning (CLIL) is commonly implemented as a way to encourage innovation in language teaching. This paper explores how Japanese can also be used to innovate the teaching of content. Qualitative data are drawn from a Year 8 science Japanese CLIL classroom in a secondary school with an opt-in CLIL program. In the class, a monolingual (in English) science teacher was co-teaching with a Japanese language teacher. Findings from observations, after-class reflections, teacher and student interviews, a student survey and work samples revealed that students were highly engaged with the Japanese component of their science lessons. Kanji was further positioned as a way for students to deepen their understanding of scientific concepts. However, there also appeared to be a separation in the way both teachers and students spoke about Japanese language use and learning science. Implications of these findings are discussed in the paper.
Keywords: CLIL, Japanese, secondary education, science
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Science and content and language integration
    • 2.2Language-specific issues in using a target language to teach content
  • 3.The study
  • 4.Findings
    • 4.1Using kanji to reinforce scientific concepts
    • 4.2Learning Japanese and learning science
    • 4.3Explanation and application
  • 5.Discussion and conclusion
  • Notes
  • References
Published online: 25 September 2019
DOI logo
https://doi.org/10.1075/jicb.18021.tur
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