Comparing the Language Policies and the Students' Perceptions of CLIL in Tertiary Education in Spain and Japan

Autor/inn/en	Tsuchiya, Keiko; Pérez Murillo, María D.
Titel	Comparing the Language Policies and the Students' Perceptions of CLIL in Tertiary Education in Spain and Japan
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 8 (2015) 1, S.25-35 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Cross Cultural Studies; Language Planning; Questionnaires; Foreign Countries; Second Language Learning; Course Content; Language of Instruction; English (Second Language); Educational Policy; Second Language Instruction; Bilingual Education; Language Proficiency; Economic Development; Higher Education; Comparative Education; Human Resources; Student Attitudes; Statistical Analysis; College Students; Likert Scales; Japan; Spain + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Sprachwechsel; Fragebogen; Ausland; Zweitsprachenerwerb; Kursprogramm; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Politics of education; Bildungspolitik; Fremdsprachenunterricht; Bilingual teaching; Bilingualer Unterricht; Language skill; Language skills; Sprachkompetenz; Wirtschaftsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vergleichende Erziehungswissenschaft; Humankapital; Schülerverhalten; Statistische Analyse; Collegestudent; Likert-Skala; Spanien
Abstract	Content and language integrated learning (CLIL) has been widely implemented in educational systems in Europe since the mid-1990s based on their multilingual education policy. CLIL integrates acquisition of subject knowledge with language learning, either a second or foreign language, simultaneously. Recently, CLIL in English has been introduced in higher education in Japan although its implementation is still at an early stage. This article aims to provide a brief overview of CLIL in higher education in Spain and in Japan in relation to the social economic rationales, and to investigate students' perceptions of CLIL implementation in the two countries through questionnaire surveys. The results show differences in social economic rationales of CLIL implementation in both countries. CLIL in Spain, on the one hand, is "proactive", adhering to the bilingual and multilingual education policy in the European Union. In Japan, on the other hand, introduction of CLIL seems to be "reactive" to provide human resources with English proficiency for its economic purposes. In terms of students' perceptions, about a half of the respondents in both countries shows a positive view of CLIL at tertiary level. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01