CLIL teaching and learning has gradually become accepted in many schools in Japan. It is gaining recognition by more people these days and has become part of the curriculum in some schools as well. It is an excellent method of learning subjects through another language, particularly for a country like Japan that has had problems with low English proficiency and has been trying to find ways to improve the situation for many decades. As Dale and Tanner (2012) mentioned, CLIL not only develops students’ communication skills but also deepens their cognitive learning, and broadens their understanding. In addition, students seem to be more motivated towards learning as they have to work harder to complete assignments and try to use and think in English more often than when it is taught just as a foreign language. On the other hand, there are many challenges to face and go through, as many teachers and students feel stressed by this sudden CLIL/EMI trend without proper support or preparation. Most teachers are required to teach their subjects in English without proper training and it is also a big challenge for students to study in English, as the subjects are sometimes hard for them to learn even in their native language. Furthermore, unlike subject teachers, it is not easy for language teachers to find suitable content to teach in a CLIL class. Therefore, I would like to propose a “MyLife” Storybook project in this paper and for language teachers to take into consideration when they plan their lessons. If they use it as part of the course content, it will help students gain confidence before or while learning other subjects in English.
アニータ 小池 (Sat,) studied this question.