The Asian EFL Journal Special Edition CLIL in Asian Contexts: Emerging Trends December 2013 Volume 15, Issue 4 Senior Editors: Paul Robertson and John Adamson 1 Published by the Asian EFL Journal Press Asian EFL Journal Press A Division of Time Taylor International Ltd Time Taylor College Daen dong Busan, Korea http://www.asian-efl-journal.com ©Asian EFL Journal Press 2013 This book is in copyright. Subject to statutory exception no reproduction of any part may take place without the written permission of the Asian EFL Journal Press. No unauthorized photocopying All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of the Asian EFL Journal. [email protected] Publisher: Dr. Paul Robertson Chief Editor: Dr. Roger Nunn Guest Editor: Dr. John Adamson Associate Production Editors: Norman Fewell, Nicholas Dimmit, Susanna Gomez, Bon Cunanan ISSN 1738-1460 2 Table of Contents: Foreword John Adamson ……………………………………………………………………… 6-7 Research Articles 1. Fan-Wei Kung…………………….…….............................................................. 8-36 - The More the Merrier? Bilingualism in an Academic Perspective: Exploring the Implementation of English-medium Instruction in Taiwanese Tertiary Education 2. Tylor Burrows …………………….……………………………..………..…. 37-64 - English and Integrated Water Resources Management: A Training Program for the Mekong River Commission 3. Raphiq Ibrahim, Mila Schwartz, Janina Kahn-Horwitz & Mark Leikin ……. 65-89 - Bi-cultural Aspects of Second Language Learning in the Bilingual Context 4. Derya Bozdoğan and Buket Karlıdağ……….…………….....………………….. 90-111 - A Case of CLIL Practice in the Turkish Context: Lending an ear to Students 5. Jane Chee Ling Tsoi………………………………………………………… 112-137 - Bestriding Boundaries: Towards Talk Authenticity in the Undergraduate Business Communication Classroom 6. Richard Pinner…………………………………………………………………… 138-159 - Authenticity of Purpose: CLIL as a Way to Bring Meaning and Motivation into EFL Contexts 7. Yuki Yamano …………………………………………………………………… 160-183 - Using the CLIL Approach in a Japanese Primary School: A Comparative Study of CLIL and EFL Lessons Teaching Articles 1. Rining Wei……….………...…………….…………………………..…..…… 184-200 - Chinese-English Bilingual Education in China: Model, Momentum, and Driving Forces 2. Sean Eric Kill Gay …………………………………………………………… 201-211 - Identity and Self in SLA 3. Glen Toh ……………………………………………………………………… 212-230 - Towards a Critically and Dialogically Mediated EAP 4. Linda Mary Hanington, Anitha Devi Pillai & Kwah Poh Foong ………… 231-247 - Digital Storytelling: Integrating Language and Content in the Training of Pre-service Teachers 5. Percival Santos……………………………………………………………… 248-274 - Anthropology in a Second Language: the Case for Dialogic Teaching and Scaffolding 6. Philip Shigeo Brown ………………………………………………………… 275-304 - Teaching a Medical English CLIL Course with Vocabulary Learning Strategies Instruction in Japan 7. Takashi Uemura…………………………………………………………… 305-323 - Implementing Content and Language Integrated Learning (CLIL) approach to TOEIC Preparatory Lessons 3 Curriculum Contexts 1. Percival Santos ……………………………………………………………… 324-329 - Learning Through in-house Videos: how one Japanese college integrates subject content in its EAP program 2. Thomas Lockley ……………………………………………………………… 330-338 - International History as CLIL: Reflection, Critical Thinking and MakingMeaning of the World 3. Leo K. West …………………………………………………………………… 339-346 - A Case Study of Environmental Management & Content and Language Integrated Learning 4. Darrell Wilkinson and Raymond Yasuda ………………………………… 347-354 - The International Program: Curriculum design and assessment for and English-medium economics program 5. Madoka Kawano, Eric M. Skier, Fumiko Takeuchi, Masako Horiuchi & Toshio Kaneko …………………………………………………………… 355- 364 - English Education at Schools of Pharmacy in Japan: Meeting Curricular Needs Through Authentic ESP Materials 6. Chad Godfrey ……………………………………………………………….. 365-371 - Readdressing EFL Approaches: CLIL Curriculum in a Japanese Medical University Context 7. Bethany Iyobe & Jia Lia …………………………………………………….. 372-381 - CLIL to What Degree: A trial in English medium education at a Japanese university – Is it CLIL or not? 8. Gretchen Clark ………………………………………………………………. 382-393 - Snapshot of a lower secondary CLIL program in Japan 9. Miao Yang & Zhongfang Zhang …………………………………………….. 394-405 - The Development of Academic Competencies as the learning objectives of an English- medicine integrated common-core module 10. Stefanie Pillai & Angela Satomi Kajita ...................................................... 406-412 - English for Law at the University of Malaya 11. Julie Riddleberger ………………………………………………………….. 413-421 - Doing CLIL in Abu Dhabi 12. Nathan Ducker ……………………………………………………………... 422-430 - Academic English and content development thorough ethnographic research projects 13. Paul C. Corrigan …………………………………………………………… 431-439 - An In-Service Programme in Hong Kong for Integrating Language and Content at the Post-Secondary Level 4 Asian EFL Journal Editorial Board……………………………………………… 440-441 Asian EFL Journal Submission Guidelines………….…………………………… 442-446 Book Reviews Problem Solving in a Foreign Language: A Study in Content and Language Integrated Learning. Lena Heine Reviewed by Greg Rouault .................................................................................. 447-450 5 Foreword This special edition of Asian EFL Journal brings together a wide range of papers from various Asian contexts in which the broad concept of CLIL (Content and Language Integrated Learning) is applied. CLIL is taken as an umbrella term for the “dual focused aims” (Marsh, 2002, p. 2) in curricula where language and content are combined. Frequently synonymous with terms such as content-based instruction, bilingual teaching and dual-language programs, CLIL is informed by developments in immersion education in Canada, studies into bi (and pluri)lingualism in Europe, and the spread of English- medium instruction worldwide. With such historical diversity in mind, this edition attempts to illustrate the current theoretical and practical concerns of CLIL in Asian contexts. The Research Articles section commences with Fan-Wei Kung’s study into English- medium instruction in Taiwan at the tertiary level. Tylor Burrows investigates a training program for Water Resources Management in the Mekong River Basin. Raphiq Ibrahim, Mila Schwartz, Janina Kahn-Horwitz and Mark Leikin then explore bilingualism in L2 learning in the Israeli context. This is followed by Derya Bozdoğan and Buket Karlıdağ’s case of CLIL practice in the Turkish university. Jane Chee Ling Tsoi’s study turns to an undergraduate Business Communication course in Hong Kong. For the final two articles, both from Japan, Richard Pinner looks at authenticity of Purpose in CLIL, and Yuki Yamano at a Japanese Primary School. The Teaching Articles section presents papers with a more practice-driven focus and opens with Rining Wei’s study into Chinese-English Bilingual Education in China. Sean Gay then investigates the development of identity and self in SLA. Glen Toh’s work addresses the growth of EAP in Japan in light of moves towards more EMI. Linda Hanington, Anitha Devi Pillai and Kwah Poh Foong present their work into digital storytelling in Singaporean pre-service teacher training. Percival Santos illustrates the application of CLIL in teaching anthropology at Japanese undergraduate level. Philip Brown looks at vocabulary instruction in a medical English CLIL Course. Finally, Takashi Uemura investigates the implementation of CLIL with TOEIC preparation. The next part of this edition represents a new section for the journal, Curriculum Contexts. Thanks are extended to Howard Brown, a colleague at the University of Niigata Prefecture, who suggested that a wide Asian readership may not be yet aware of the diverse contexts in which CLIL is applied. To meet this need, this section attempts to represent this diversity, rather than present a definite body of work for the region. With studies of curricula from teacher training programs, secondary schools, and universities from various contexts, it starts with an overview by Percival Santos of how content is integrated in an EAP program. Thomas Lockley illustrates how CLIL is used to teach 6 history. Leo West’s curriculum adopts a CLIL approach for Environmental Management. Darrell Wilkinson and Raymond Yasuda then describe a three-year economics program. Madoka Kawano, Eric Skier, Fumiko Takeuchi, Masako Horiuchi and Toshio Kaneko turn to the study of pharmacy through authentic English materials. Chad Godfrey outlines a CLIL Curriculum in a medical university. Bethany Iyobe and Jia Lia critique an English- medium economics course. Gretchen Clark investigates a lower secondary school CLIL program. Miao Yang and Zhongfang Zhang’s study describe the development of academic competencies in a medical course. Stefanie Pillai and Angela Satomi Kajita’s study explains the English for Law curriculum. Julie Riddleberger outlines primary school CLIL and teacher training. Nathan Ducker describes ethnographic research projects, and finally Paul Corrigan returns to a description of a teacher education program. Completing this special edition is a book review by Greg Rouault of Lena Heine’s Problem Solving in a Foreign Language: A Study in Content and Language Integrated Learning.