The Integration of Academic Content, Additional Language Skill Building, and Civic and Citizenship Responsibility Learning: An Interdisciplinary Social Science Teaching Approach

By Alan Brady.

Published by The Social Sciences Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The importance of language study at university as an experiential growth process is well-documented. Language teaching will be successful to the extent that students are gripped by immediate experiences in the target language, in this case English in a Japanese university setting. Language teachers will be more successful when they approach skills and knowledge learning as a part of students' social and civic responsibility learning - for example, how to cooperate and share learning rather than compete. Success in teaching and learning of language-communicatiuon skills, and discipline knowledge (e.g. sociology) can be enhanced when employing an approach that focuses neither on epistemic nor technical learning. Deeper learning focuses rather on what Flyvbjerg (2003) calls phronetic learning or what is valued in the learning process over and above the actual skills or knowledge learning that takes place.

This presenter has been developing a teaching and learning methodology that uses a CLIL (content and language integrated learning) approach to foster greater awareness of both individual and social study responsibilities that can be employed in the wider society outside school. Theoretical support will be presented for such an approach and actual in-class study and activities will be reported on to illustrate this three-tiered higher learning approach.

The framework for this integrated study uses an intersection of language-communication interaction and sociology content knowledge-building to construct a civil study society in class from one week to the next. The primary aim of this CLIL civic study approach is to create and nurture social study structures that direct us towards a more accountable and responsible learning. How do we raise issues of mutual concern, organize our study and study time, make study decisions, and plan ahead after reflecting on previous study?

Keywords: Content, Language Integrated Learning, Valuing How We Study, A Class Study Society

International Journal of Interdisciplinary Social Sciences, Volume 5, Issue 6, pp.381-390. Article: Print (Spiral Bound). Article: Electronic (PDF File; 622.369KB).

Dr. Alan Brady

Professor of English Language and Sociology, Sociology Faculty, Kwansei Gakuin University, Nishinomiya, Hyogo Prefecture, Japan

My work is in the areas of additional (English) language development, sociology of education and communication learning, and citizenship and civic development learning at university in Japan. I have been teaching in the Sociology faculty at Kwansei Gakuin University since 1991. Before that I was employed in a variety of teaching contexts in Japan including business schools, specialty-schools, and secondary schools. My academic interests range from history to geography to sociology interpretations of culture, and globalization. I have an MA in linguistics from New York University, and a Ph.D in Applied Linguistics from Lancaster University in England.


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