Barry Kavanagh (Tohoku University, Japan)
Satsuki Kojima (Miyagi University, Japan)
Abstract
We examined improvements in content knowledge acquisition and essay writing proficiency of 64 students enrolled in CLIL Sustainable Development Goal (SDG) courses. The focus of our study was to investigate how students became more knowledgeable of SDGs through a content analysis of their writing. Before the course, we asked students to complete a writing pretest for a short essay on SDGs and their global importance. The students were then taught a 15-week course on CLIL SDGs, and in the final class, we gave the students a posttest essay.
We compared the pre- and post-writing test essays through a qualitative thematic content analysis using MAXQDA. Our findings showed that students wrote significantly more in their posttest essays and displayed more grammatical complexity and lexical variation related to SDG topics. In addition, students showed more awareness and knowledge of SDG content by offering solutions to problems and a more personalized view of the issues.
Research (Video; 25 minutes)
Content-Based Instruction / EMI / CLIL
Primarily of interest to teachers of university students
About the Presenters
Barry Kavanagh is an associate professor at Tohoku University, Japan, where he also obtained his PhD. His research interests include CLIL, bilingualism, and computer-mediated communication. He is the vice president of the J-CLIL pedagogy association and chair of the J-CLIL Tohoku chapter.
Satsuki Kojima is an associate professor at Miyagi University, Japan. She obtained her PhD at Tohoku University, Japan. Her research interests include CLIL, second language acquisition, and English grammar. She has published several CLIL materials in Japan, including CLIL SDGs.
