CLIL(内容言語統合型学習 )ワークショップ Ｃ Ｌ Ｉ Ｌ の 実 践

上智大学言語教育研究センター講師

逸見シャンタール (EdD TEFL)

パトリック・フィリップ（ MA)

ＥＡＰとは？EAP: English for Academic Purposes

学習スキル 英語小論文 批判的思考

　大学で英語で科目を学ぶために必要なスキルを学ぶ

ＣＬＩＬとは？ 内容言語統合学習法ヨーロッパを中心に注目を集めている語学学習法内容＋外国語による指導法の違い

項目 ＣＢＩ ＣＬＩＬ イマージョン

学習目的 言語学習 言語学習・教科学習 教科学習

指導者 語学教師 語学教師・教科教師 教科教師

使用内容 主にトピック トピック・教科 教科

評価対象 言語 言語・内容 内容

ＣＬＩＬ内容言語統合型学習上智大学出版Ikeda, M. (2012:4)

ＣＬＩＬの「４つのＣ」

CLIL

Cognition思考

Communication言語

Content内容

Culture文化

Autonomy自主性

Capacity to take control over one’s own learning (Benson, 2001)

自主性とは自分の学習を自分でコントロールする能力のことです。

Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Longman.

What is critical thinking?

An active, persistent and careful consideration of a belief ある信念について、自発的で持続的、かつ注意深く考えること。

Supposed form of knowledge in the light of the grounds which support it裏づけのある（立証性のある）仮定上の知識。

(Dewey, 1909)Dewey, J. (1998) How We Think. Dover Publications.

Critical thinking includes reflection

According to Schön (1987) a reflective practitioner thinks a he/she does things (reflection in action) and reflects on the actions taken (reflection on action).

Schön (1987) によると、内相的な従業者は何かをやりながら考え、またそれをやり終えてから、やったことについて考えます。

Schön, D. (1987) Educating the Reflective Practitioner. Jossey-Bass Publishers: London.

Critical thinking skills-a disposition?

Ennis (1987) focused on the ability to reflect skeptically and to think in a reasoned way as one’s capability or disposition.

Ennis (1987) は懐疑的に考えること、また筋の通った考えをすることに焦点を合わせ、考えることはその人が持っている能力、あるいは気質として捉えています。

Ennis, R. (1987) A taxonomy of critical thinking dispositions and abilities. In J.Baron and R. Sternberg (eds.). Teaching Thinking Skills: Theory and practice. New York: W.H.Freeman.

Critical thinking can be taught. Cottrell (2011:1) supports the view that critical

thinking can be taught as a set of skills. Cottrell (2011:1) は批判的思考はスキルとして教えること

ができるものとして捉えています。

She advocates that it is a cognitive activity that uses processes such as focussing attention, categorisation, selection and judgment.

批判的思考は（経験的事実認知に基づいた活動）であり、　　ある物事に集中的に目を向けること、分類、選択、判断す

るなどのプロセスであることを主張しています。

Cottrell, S.(2011) Critical Thinking Skills, New York: Palgrave Macmillan.

What are the benefits of focussing on critical thinking?

We can help students to be able to think and present their opinions with reasons. 学生が理由を述べながら自分の意見を言えるように促すことができる。

We can help students to listen critically to others and agree/disagree with reasons. 学生が他者が話している時に批判的に評価しながら聞き、その意見に対して理由を述べながら賛成したり、反対意見を言うように指導することができる。

We can help students to choose the materials that will help them with their studies. 学生がどのような教材が自分の勉強に役立つのか自主的に選ぶことを促すことができる。

What are the benefits of focussing on critical thinking?

We can guide them to take control of their learning and become more autonomous in what and how they learn.

学生が自分の学習をコントロールしてもっと自主的な学習者となれるように導くことができる。

Advanced 1 textbook

Intermediate 1 textbook

Tools for scaffoldingautonomy

and critical thinking自主性と批判的思考の

足場作りをするためのツール

Learner diary

1.What did you do in today’s lesson?

2.What new things did you learn?3.Was there anything that you

found difficult to understand?4.In future, what kind of things do

you want to learn, and how are you

going to do it?

Simple handouts for brainstorming

What are the advantages and disadvantages of measuring children’s intelligence?

Advantages Disadvantages

Let’s start with an easy topic first.まずは簡単なトピックから始めましょう。

Do you think that Sophia University has sufficient provision for learning in an international

environment?

YES NO

Ｓｃａｆｆｏｌｄｉｎｇ　ｌａｎｇｕａｇｅ

批判的思考を述べるために必要な言い回しを

教える。

Topics

1. I love _____because it’s such an international university.

2. My favourite place at _____is _________.3. I think that the book shop is nice but

they should___________________________.4. My favourite cafeteria is_______________.5. The thing I enjoy the best about being at

university is……………

Language for expressing thinking in a critical way

Well, although there is much provision in terms of __________, I think there is more room for _____________.

The reason why I think________is because________________.

But on the other hand, one could say that__________________.

However, I believe that____________

Interrupting Err, sorry but… Sorry to interrupt you but… Can I interrupt you? Can I come in here?

Asking for repetition Sorry? Pardon? What did you say? What was that? Can you say that again?

Taking the floor/ Interrupting Could I just make a point….? I’d like to add something here. I agree with …. But I’d just like to

say…. Could I say something here? Yes, but….

Holding the floor Could you hold on? Could I just finish? Well, let me just explain. Sorry but I’d just like to finish by

saying…

Handing over to other speakers

What does everyone else think? Does everyone agree? What do you think? Would you like to comment?

Eliciting critical thinking Can you tell me why you think so? What are the reasons why you think

so? Can you give us some examples

using your own words? Can you think of any incidents where

you thought so? Can you describe how you felt about

it at the time?

What are the advantages and disadvantages of measuring children’s intelligence?

Advantages Disadvantages

Let's have a look at what they came up with.VIDEO

Advanced II The aim of today’s lesson is to: learn how to express your thinking on:

Superheroes

What is a superhero?

Superhero

A famous character

A character in a comic book

Often very strong

Possesses superpowers

Interviews with Sophia teachers

Listen to the interviews with four teachers

who teach at Sophia University and findout which superhero they like and why.

Have a look at the handout.

Which superhero do they like?

Daniel

Quenby

Justin

Roger

Let’s watch the film.

Let’s check the answers, then.

Which superhero do they like?

Daniel-Popeye

Quenby-Wonderwoman

Justin-Batman

Roger-Superman

You have got 3 minutes to thinkabout a superhero that you like.

Superhero

Which one do you like? Why do you like him/her?

Here is my example.

Superhero

Which one do you like? Why do you like him?

Little but brave

Always arrives in time

Courageous and loyal

Ok, so we are going to conduct an interview in pairs

1. Which superhero do you like?2. Why do you like him/her?

Super Heroes QuizYou find out by asking Yes/No questions.

For example,

1. Is it a he/she?2. Is he/she tall?3. Is it an animal?4. Is it a mouse?5. Can it fly?

Now let’s focus on the importance of Superheroes.

Why are Superheroes so important to us?

Discuss in pairs. 3 mins.

Ok, let’s look at an essay on the role of Superheroes.

You have got 4-5 minutes to find an appropriate word which would fit logically into the gaps.

You may use a dictionary if you wish.

Ok, let’s check the answers, then.

Here is the final activity

Discuss in pairs and compare and contrast the differences between a Superhero and a hero/heroine who existed or is now alive.Superhero/heroine Real hero/heroine (human

being)

We know they are not real but they provide a kind of dream for us.

We know they are real so we are much inspired by the real things they do.

まとめ It is important to think about where the students are in

expressing their thinking　　今学生たちが自分の考えを述べるのにあたり、どのようなことができて、

どのようなことがまだできないかを把握することが大切です。 The cultural aspect of critical reflection is particularly important　　批判的思考に対する日本での文化的な意味合いについて、教師が考える

ことはとても大切です。 Students may not find it appropriate to challenge their peers or

their teachers　　学生は仲間の意見を批判したり、先生の意見を批判することはよくない

ことだと考えているかもしれません。 Scaffolding situations where they feel the agency to become

autonomous in expressing their own opinions is key.　　自主性を持ち、自分でコントロールをしながら意見を言えるような状況

設定をして足場作りをすることが大切です。

Implications for future research

I need to think about the steps that are taken in scaffolding critical thinking

　　批判的思考を促すためにどのようなステップを踏んでいったら良いかをもっと考えていく必要があります。

I need to develop materials to teach different ways of expressing student thinking

　　学生が意見を述べやすくするための教材開発を進める必要があります。

Discussion

　本日のワークショップではＣＬＩＬの手法を使い、模擬授業に参加していただきました。ご覧になったアプローチ、あるいはテクニックの中には、それぞれの現場で使えるものと、使えないものがあると思います。

Discussion

１．先生の現場で使えそうなアプローチ、あるいはテクニックを一つ選んで、ボードにお書きください。

Ｄｉｓｃｕｓｓｉｏｎ２．ではお隣の方とボードを見せながら、

内容を分かち合ってください。

Ｄｉｓｃｕｓｓｉｏｎ３．グループにボードを見せ合ってくださ

い。もしそのアプローチ、あるいはテクニックを日本の教育現場で使うとしたら、どのような工夫とサポートが必要でしょうか。

　　この話し合いの結果を短く後ほど、参加者全体にご報告いただきます。書記と報告者を選んで、話し合ってください。