Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan

Shigeru Sasajima & Barry Kavanagh
CLIL Institute for Teacher Education | Tohoku University
Abstract

The paper discusses the potential of CLIL (Content and Language Integrated Learning) pedagogy in the current practice of ELT (English Language Teaching) and the issues of global education from a viewpoint of DEI (diversity, equity, and inclusion) in Japan. DEI into CLIL pedagogy ensures a variety of learning environments, appropriate CLIL learning, and a sense of belonging. CLIL can also provide better ideas and resources to cultivate DEI. This paper therefore argues that CLIL pedagogy has the potential to change and incorporate issues related to DEI. The Japan CLIL Pedagogy Association (J-CLIL) conducted a questionnaire survey on CLIL and its sponsored events and activities in 2021. Results show that: (1) many teachers are not aware of DEI; (2) their mindset can become gradually diverse; (3) current education lacks equity with respect to students; and (4) inclusive education is still not satisfactory. Ensuring equity in DEI is crucial in the realm of CLIL teacher education. Therefore, it is imperative for CLIL teacher education to be more attuned to DEI concerns to enhance the implementation of CLIL practices effectively. The DEI process needs to be integrated into CLIL and globalisation within the Japanese context. For that purpose, there needs to be more research and practice necessary to promote a CLIL type of languages-integrated learning, and this paper argues that it can be done through the IMT (Integrated Multifunctional Teacher) development program in Japan.

Keywords:
Publication history

Date received: 26 January 2024

Date accepted: 24 June 2024

Published online: 12 November 2024

Table of contents

All people in Japan ‘shall have the right to receive an equal education corresponding to their ability, as provided by law’ (Article 26 of the Constitution of Japan). However, exclusively teaching in Japanese as the national language in schools may result in some children not having the opportunity to develop their own knowledge and skills, such as their heritage languages (cf. Montrul & Polinsky, 2022). Nevertheless, the Common European Framework of Reference for Languages (CEFR) (2001) has exerted significant influence on Japan’s language policy, as well as that of other countries (e.g., Negishi, 2012; Nishimura-Sahi, 2020; Stew, 2018), gradually prompting changes in Japanese society’s approach to language learning in terms of equality and equity. While globalisation or global education has been advanced through English language teaching (ELT) (e.g., Kubota, 2015; Murata, 2019; Nakamura, 2016, 2017), the concepts of plurilingualism and pluriculturalism (Council of Europe, 2001) have not been given adequate consideration. In Japan, primary and secondary education have predominantly focused on providing Japanese as the national language and English as a global language to students. This emphasis may suggest that global education in Japan lacks diverse perspectives, equitable methodologies, and inclusive practices, particularly within the realm of language education. This paper, therefore, aims to discuss the potential of CLIL (Content and Language Integrated Learning) pedagogy within the current practice of ELT from a viewpoint of diversity, equity, and inclusion (DEI), which is equal in meaning to EDI (equity, diversity, and inclusion) or IDE (inclusion, diversity, and equity) as outlined in this paper. DEI is defined as ‘the idea that all people should have equal rights and treatment and be welcomed and included so that they do not experience any disadvantage because of belonging to a particular group, and that each person should be given the same opportunities as others according to their needs’ (https://​dictionary​.cambridge​.org). In order to better improve global education, we need to have a flexible mindset for it, especially in the context of complicated global issues: e.g., conflicts and wars in many regions, such as Iraq, Syria, Sudan, Afghanistan, Myanmar, and Ukraine. The redefinition of globalisation is essential, and global education should incorporate more diverse viewpoints and a heightened commitment to fairness and justice, as well as inclusive attitudes and resilience. The landscape of education is evolving into more intricate phases, prompting global education to embrace diverse, equitable, and inclusive philosophies, along with a focus on comprehensive knowledge and skills in critical thinking. Consequently, when addressing global education in Japan, it becomes imperative to factor in DEI principles, as well as CLIL.

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