Year: 2024
Type: article
Abstract: In this article, the authors report on one of four case studies conducted as part of an interdepartmental collaborative lesson research (CLR) project at a private university in Yokohama, Japan. The research theme of the project was the implementation of active learning approaches to lead students to develop a clearer and more critical understanding of subject-content material in their CLIL (Content and Language Integrated Learning) and EMI (English Medium Instruction) courses. In the lesson examined here, revisions were made to foster deeper discussion of subject content among intermediate level second-year students in a required English CLIL class in the Department of Early Childhood Education and Care. In particular, the task was for students to understand and explain information to classmates about a graph or chart each had selected from the Our World in Data website, and discuss the information presented. The teacher made adjustments to the lesson plan to assist students in using higher thinking processes through active learning modes of engagement when doing this. First, we provide a literature background that significantly informed the design, data collection methods, and data analysis of the project. Then, we explain details of the lesson and modifications made to it. Next, the teaching of the lesson and methods of data collection are described. Finally, an analysis of the data, inferences that might be drawn, and implications these new insights may have for our future designing and teaching of lessons are given.
Authors: Miriam T. Black, Paul R. Underwood
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7208222347