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Improving the L2 Interactional and Critical Thinking Skills of University Students Using the CLIL Approach in the 21st Century

Improving the L2 Interactional and Critical Thinking Skills of University Students Using the CLIL Approach in the 21st Century

Sakae Onoda
Copyright: © 2021 |Pages: 25
ISBN13: 9781799828310|ISBN10: 179982831X|ISBN13 Softcover: 9781799828327|EISBN13: 9781799828334
DOI: 10.4018/978-1-7998-2831-0.ch009
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MLA

Onoda, Sakae. "Improving the L2 Interactional and Critical Thinking Skills of University Students Using the CLIL Approach in the 21st Century." Redefining the Role of Language in a Globalized World, edited by Ai-Ling Wang, IGI Global, 2021, pp. 159-183. https://doi.org/10.4018/978-1-7998-2831-0.ch009

APA

Onoda, S. (2021). Improving the L2 Interactional and Critical Thinking Skills of University Students Using the CLIL Approach in the 21st Century. In A. Wang (Ed.), Redefining the Role of Language in a Globalized World (pp. 159-183). IGI Global. https://doi.org/10.4018/978-1-7998-2831-0.ch009

Chicago

Onoda, Sakae. "Improving the L2 Interactional and Critical Thinking Skills of University Students Using the CLIL Approach in the 21st Century." In Redefining the Role of Language in a Globalized World, edited by Ai-Ling Wang, 159-183. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-2831-0.ch009

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Abstract

This chapter discusses theoretical underpinnings, practical applications, and effects of the CLIL (content and language-integrated learning) approach with a primary focus on the use of group projects on the development of English interactional skills (especially oral fluency), self-efficacy, and critical thinking skills in undergraduate English majors in Japan. The chapter first reviews L2 literature on the use and features of the CLIL approach and then focuses on the use of group projects and their potential effects on three important dimensions of language learning: linguistic, affective, and social. The literature review covers the author's own investigations of the effects of group projects substantiated by students' feedback and statistical data collected as part of his extensive teaching experience in universities. Finally, a number of practical suggestions for implementing group projects are presented along with procedures and worksheets so that interested readers can adopt these in their own teaching context.

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