Promoting international posture through history as content and language integrated learning (CLIL) in the Japanese context

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Thomas Lockley


This article uses the conceptual framework of second language willingness to communicate (L2 WTC), and in particular the contributory construct of international posture (IP; Yashima, 2002), to report on a content and language integrated learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory, small-scale study with a focused qualitative investigation. Due to space restrictions the current paper reports only on the key qualitative findings and attempts to build a picture of how the theme of the course, Japanese international history, affected learners’ IP, a construct that has been shown to be key to Japanese learners of English’s L2 WTC (Yashima, 2002). It is shown that after completing the course, learners felt more connected to the wider world, and as a result IP developed in varied and meaningful ways, seemingly increasing L2 WTC and stimulating critical thinking facilities both within and without the classroom.


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Lockley, T. (2015). Promoting international posture through history as content and language integrated learning (CLIL) in the Japanese context. Studies in Second Language Learning and Teaching, 5(1), 87-108.
Author Biography

Thomas Lockley, Nihon University College of Law, Tokyo
Thomas Lockley is Assistant Professor at the Nihon University College of Law, Tokyo, Japan. He has worked in a wide variety of educational contexts for the past 15 years including primary, secondary and tertiary institutions in Britain and Japan. In all contexts, he has attempted to introduce culturally focused learning and teaching methods, in particular, those conforming to the principles of Content and Language Integrated Learning (CLIL). Research interests include cross-cultural integration, educational contexts, learner self-concept and CLIL.


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