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小学校におけるCLIL 実践について国内外の動向
http://hdl.handle.net/2298/0002001191
http://hdl.handle.net/2298/0002001191e42c3f1c-f600-45b7-be1c-8db6fd9ba363
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKK0074_037-040.pdf (393.3 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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| 公開日 | 2026-01-07 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 小学校におけるCLIL 実践について国内外の動向 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | ショウガッコウ ニオケル CLIL ジッセン ニツイテ コクナイガイ ノ ドウコウ | |||||||||||
| 言語 | ja-Kana | |||||||||||
| タイトル | ||||||||||||
| タイトル | Trends in CLIL Implementation in Elementary Schools : Domestic and International Perspectives | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題 | CLIL 小学校, 英語教育, 国内外の動向 |
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| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 著者 |
大野, 恵理
× 大野, 恵理
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| 内容記述 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | This paper explores CLIL (Content and Language Integrated Learning) in elementary education, focusing on its theoretical foundations, practical forms, and research trends in Japan and abroad. CLIL integrates subject content and second language (L2) learning, with two main types: Hard CLIL, led by subject teachers in L2, and Soft CLIL, involving collaboration between language and subject teachers. Rooted in Krashen’s input theory and Vygotsky’s sociocultural approach, CLIL emphasizes comprehensible input and collaborative learning. In Europe, CLIL has been practiced since the 1990s, especially in secondary education. Ellison (2019) highlights its effectiveness for young learners when L2 is used in meaningful contexts, and stresses the importance of the 4Cs-Content, Communication, Cognition, and Culture-in curriculum design. Spanish studies show that students in high-CLIL programs outperform non-CLIL peers in English proficiency, though 500 extra hours may be insufficient. Chinese research indicates CLIL enhances motivation and cultural interest. In Spain, textbook studies reveal challenges in cultural integration and vocabulary load. In Japan, CLIL requires adaptation through translinguaging, balancing Japanese and English. Project-based CLIL fosters autonomy and intercultural relationships, aligning with national educational goals. However, quantitative evidence of CLIL’s impact on English proficiency in Japan remains limited, highlighting the need for further research. | |||||||||||
| 書誌情報 |
ja : 熊本大学教育学部紀要 巻 74, p. 37-40, 発行年 2025-12-19 |
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| ISSN | ||||||||||||
| 収録物識別子 | 2188-1871 | |||||||||||
| NCID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA12653153 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | 熊本大学教育学部 | |||||||||||
| 言語 | ja | |||||||||||
