Comparing the language policies and the students’ perceptions of CLIL in tertiary education in Spain and Japan

Keiko Tsuchiya; Maria D. Pérez Murillo

doi:10.5294/5091

Autores/as

Keiko Tsuchiya Autor/a Tokai University
Maria D. Pérez Murillo Autor/a The Complutense University of Madrid

DOI:

https://doi.org/10.5294/5091

Palabras clave:

AICLE, educación terciaria, bi-/multilingüismo, España, Japón, percepciones de estudiantes sobre el AICLE.

Resumen

El aprendizaje integrado de contenidos y lengua extranjera (AICLE) se está implantando extensamente en los sistemas educativos de la Unión Europea desde mediados de la década de los noventa, basándose en su política de educación multilingüe. AICLE integra la adquisición simultánea de conocimientos de las distintas materias con el aprendizaje de un idioma, ya sea una segunda lengua o lengua extranjera. Recientemente, el enfoque AICLE en inglés se ha introducido en Japón en la enseñanza superior, aunque su aplicación está todavía en una etapa temprana. Este artículo tiene como objetivo proporcionar una breve visión del enfoque AICLE en la educación superior tanto en España, como en Japón e investigar las percepciones de los estudiantes sobre la implantación de AICLE en los dos países, mediante encuestas basadas en cuestionarios. Los resultados muestran diferencias en los aspectos socio-económicos de la implantación de AICLE en ambos países: mientras que AICLE en España es “proactivo” (Coyle, Hood & Marsh 2010), siguiendo la política de educación bilingüe y multilingüe de la Unión Europea. En Japón, sin embargo, la adopción de AICLE parece ser “reactiva”, es decir, su fin es proporcionar recursos humanos con dominio del inglés con fines meramente económicos. En cuanto a la percepción de los estudiantes, aproximadamente la mitad de los encuestados de ambos países muestran una visión positiva de AICLE en la enseñanza superior.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Keiko Tsuchiya, Tokai University

Keiko Tsuchiya (PhD, Nottingham) is Associate Professor of the Foreign Language Centre at Tokai University, Japan, where she teaches intercultural communication, sociolinguistics and academic English. Her research interest includes multimodal corpus analysis, English as a Lingua Franca (ELF), Content and Language Integrated Learning (CLIL) and professional communication, especially in health care and business contexts. She is the author of Listenership Behaviours in Intercultural Encounters: A Time-aligned Multimodal Corpus Analysis (John Benjamins, 2013).

Maria D. Pérez Murillo, The Complutense University of Madrid

Maria D. Perez Murillo is Associate Professor at the School of Education, Complutense University in Madrid (Spain), where she is involved in undergraduate and postgraduate courses of training for prospective teachers. She holds an MA in Applied Linguistics and a PhD in Linguistics in the area of Bilingual Education from Lancaster University, UK. Her research interests include bi/multilingual classroom interaction, bi/multilingual teacher development and CLIL. Her recent publications focus on multilingual literacy (the uses of texts in the classroom) and the evaluation of a bilingual programme (the joint British-Council/Spanish Ministry of Education National Bilingual Project).

Citas

Bonnet, A., & Dalton-Puffer, C. (2013). Great Expectations?: Competence and Standard Related Questions Concerning CLIL Moving into the Mainstream. In S. Breidback & B. Viebrock (Eds.), Content and Language Integrated Learning (CLIL) in Europe: Research Perspectives on Policy and Practice (pp. 269-284). Frankfurt: Peter Lang GmbH.

Butler-Goto, Y., & Iino, M. (2005). Current Japanese reforms in English language education: the 2003 "Action Plan". Language Policy, 4(1), 25-45.

Commission of the European Communities. (2003). Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006. Retrieved 16 Sep 2013, from http://ec.europa.eu/education/doc/official/keydoc/actlang/act_lang_en.pdf

Council of Europe. (1982). Recommendation No, R (82): 18. Retrieved 16Sep2013, from https://wcd.coe.int

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.

Coyle, D., Hood, P., & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Dobson, A., Murillo, M., Dolores, Perez, & Johnstone, R. (2010). Bilingual Education Project Spain Evaluation Report. Retrieved 24 Jul 2012, from http://www.mecd.gob.es

European Commission. (1995). Teaching and Learning: Towards the Learning Society: White Paper on Education and Training. Retrieved 16 Sep 2013, from http://ec.europa.eu

European Commission. (1999). The Bologna Declaration on the European Space for Higher Education. Retrieved 16Sep2013, from http://ec.europa.eu

European Commission. (2010). The Bologna Process- Towards the European Higher Education Area. Retrieved 16 Sep 2013, from http://ec.europa.eu/education/higher-education/bologna_en.htm

Fernandez-Santiago, M. (2011). Integration or immersion?: a comparative study at the tertiary level. Latin American Journal of Content & Language Integrated Learning, 4(1), 49-64.

Fortanet-Gomez, I. (2013). CLIL in Higher Education: Toward a

Multilingual Language Policy. Bristol: Multilingual Matters.

Garcia, A. M. R. (2013). Higher Education Bilingual Programmes in Spain. Porta Linguarum, 19, 101-111.

Ikeda, M., Pinner, R., Mehisto, P., & Marsh, D. (2013). Editorial. International CLIL Research Journal, 2(1).

Ikeda, M. (2013). Does CLIL work for Japanese secondary school students?: potential for the 'weak' version of CLIL. International CLIL Research Journal, 2(1), 31-43.

Izumi, S., Ikeda, M., & Watanabe, Y. (2012). CLIL (Content and Language Integrated Learning): New Challenges in Foreign Language Education at Sophia University. Volume 2: Practice and Applications (in Japanese). Tokyo: Sohia University Press.

Llinares, A., Morton, T., & Whittaker, R. (2012). The Role of Language in CLIL. Cambridge: Cambridge University Press.

Mehisto, P., Marsh, D., & Frigols, M-J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan Education.

METI (2010). Develop Global Human Resources through Industry-Academic-Government Collaboration. Tokyo: Ministry of Economy, Trade and Industry. Retrieved Retrieved 16 Sep 2013, from http://www.meti.go.jp

MEXT. (2002) Japanese Government Policies in Education, Culture, Sports, Science and Technology 2002. Ministry of Education, Culture, Sports, Science and Technology Japan.

MEXT. (2003). An Action Plan to Cultivate 'Japanese with English Abilities'. Ministry of Education, Culture, Sports, Science and Technology Japan.

MEXT. (2009). Global 30. Ministry of Education, Culture, Sports, Science and Technology Japan. Retrieved 17 May 2014, from http://www.uni.international.mext.go.jp/

MEXT (2011). Daigaku ni okeru kyoiku naiyou tou no kaikaku jokyo (Reform in Higher Education). Retrieved 17 May 2014, from http://www.mext.go.jp/a_menu/koutou/daigaku/04052801/1341433.htm

MEXT. (2012). Higher Education in Japan. Higher Education Bureau, Ministry of Education, Culture, Sports, Science and Technology Japan.

MEXT. (2013). English Education Reform Plan corresponding to Globalization. Ministry of Education, Culture, Sports, Science and Technology Retrieved 10 Feb 2015, from http://www.mext.go.jp/english/topics/1343591.htm

MEXT. (2014). Selection for the FY 2014 Top Global University Project. Ministry of Education, Culture, Sports, Science and Technology Japan.

Sasajima, S. (Ed.). (2011). CLIL: Content and Language Integrated Learning (in Japanese). Tokyo: Sanshusha.

Smit, U., & Dafouz, E. (2012). Integrating content and language in higher education: an introduction to English-medium policies, conceptual issues and research practices across Europe. AILA Review, 25, 1-12.

Spies, K. (2012). Intercultural studies within a CLIL approach. Latin American Journal of Content & Language Integrated Learning, 5(1), 33-45.

Tanabe, Y. (2004). What the 2003 MEXT Action Plan proposes to teachers of English. The Language Teacher, 28(3).

Tsuchiya, K. (2014). Learning intercultural communication in a CLIL classroom (in Japanese). The Report of Foreign Language Centre, Tokai University, 34, 61-70.