In this presentation, I share findings from a case study that explored the experience and perspectives of students and teachers in a new CLIL course for both Japanese and English learners which incorporated the translanguaging pedagogy. Particularly, in this presentation, I focus on the students’ perspectives on translanguaging. The study took place in a private university in Japan which offers a bilingual education. The university offers English and Japanese language programs, and this course was developed by a collaborative effort by English and Japanese language teachers. The course is unique in that it is the only dual-language based class in the language programs, draws upon translingual practices for all of the students across the class, and was developed and co-taught by both Japanese and English teachers. The presentation draws on interview data of 12 students and a written portfolio of 18 students who took the course. The findings of the study generated through thematic analysis suggested that while all the students see the benefits of translanguaging and CLIL in both content and language learning, they also felt the dilemma of using their L1 in a language course due to the monolingual ideology. I will discuss some challenges of developing and implementing a new type of language course as well as implications for researchers and teachers who advocate a new type of language course.

Authors:
Kiyu Itoi, Rikkyo University, Japan

About the Presenter(s)
Ms Kiyu Itoi is a University Assistant Professor/Lecturer at Rikkyo University in Japan

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