Advertisement

Developing Contextual Literacy English for Academic Purposes Through Content and Language Integrated Learning

  • Jim McKinley
Chapter
Part of the Multilingual Education book series (MULT, volume 30)

Abstract

Contextual literacy English for academic purposes (EAP) provides a valuable perspective on the increasing focus on the social and contextual aspects of academic and critical English literacy education. The focus on these aspects is in response to the perceived need to develop students’ literacies to keep up with changing global trends in education and language use. This is especially evident in countries where English has a foreign-language status but where English is being used by bi- and multilingual speakers. In this chapter, a study examining an English-language public speaking course in a Japanese university using a content and language integrated learning (CLIL) pedagogy is used to illustrate the potential benefit of a novel, socio-historically contextualised approach, known as Reacting to the Past, to teaching English language skills. The use of CLIL pedagogies allows for contextual literacy EAP to develop through resourcing other languages, i.e., translanguaging, in the study of content that requires practicing the use of English for persuasive purposes. The chapter provides a further discussion to clarify that while academic literacy and critical literacy cover these concepts, it is significant to explore contextual literacy development as a way of understanding the learning and critical thinking that occurs in English language studies in an evolving, global context.

Keywords

Contextual literacy EAP CLIL Socio-historic language teaching Translanguaging Japanese university Argumentation Public speaking 

Notes

Acknowledgements

I am grateful to Dr. Hanako Okada, for introducing me to the Ministry of Economy, Trade and Industry announcement as reported by Reed (2010) and for her unwavering support in working with me on adapting the Reacting to the Past pedagogy for use in Japan.

References

  1. Brown, H. G. (2014). Contextual factors driving the growth of undergraduate English-medium instruction programmes at universities in Japan. The Asian Journal of Applied Linguistics, 1(1), 50–63.Google Scholar
  2. Brown, H. (2015). Factors influencing the choice of CLIL classes at university in Japan. ELTWorldOnline.com, 1–22.
  3. Brown, A., Dashwood, A., Lawrence, J., & Burton, L. (2013). Embracing the Richness of Student Context in Pedagogy. In L. Burton, J. Lawrence, A. Dashwood, & A. Brown (Eds.), Producing pedagogy (pp. 74–92). Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
  4. Bruton, A. (2013). CLIL: Some of the reasons why… and why not. System, 41(3), 587–597.CrossRefGoogle Scholar
  5. Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543–562.CrossRefGoogle Scholar
  6. Davidson, B. (1995). Critical thinking education faces the challenge of Japan. Inquiry: Critical Thinking Across the Disciplines, 14(3), 41–53.Google Scholar
  7. Demetrion, G. (2001). Discerning the contexts of adult literacy education: Theoretical reflections and practical applications. The Canadian Journal for the Study of Adult Education, 15(2), 104–127.Google Scholar
  8. Freire, P. (1970). Cultural action for freedom, monograph series no. 1. Cambridge, MA: Harvard Educational Review.Google Scholar
  9. Galloway, N., & Rose, H. (2015). Introducing Global Englishes. Abingdon: Routledge.Google Scholar
  10. Haberland, H. (2011). Ownership and maintenance of a language in transnational use: Should we leave our lingua franca alone? Journal of Pragmatics, 43(4), 937–949.CrossRefGoogle Scholar
  11. Hino, N. (2018). English as an international language for Japan: Historical contexts and future prospects. Asian Englishes, 20(1), 27–40.CrossRefGoogle Scholar
  12. Leedy, P. D., & Ormrod, J. E. (2005). Practical research: Planning and design. Upper Saddle River: Pearson Custom.Google Scholar
  13. Lin, A. M., & Lo, Y. Y. (2017). Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms. Language and Education, 31(1), 26–45.CrossRefGoogle Scholar
  14. Lockley, T. (2014). Some learning outcomes and contextual factors of history as content and language integrated learning (CLIL) in a Japanese context. Studies in Linguistics and Language Teaching, 25, 165–188.Google Scholar
  15. McKinley, J. (2013a). Displaying critical thinking in EFL academic writing: A discussion of Japanese to English contrastive rhetoric. RELC Journal, 44(2), 195–208.CrossRefGoogle Scholar
  16. McKinley, J. (2013b). Reacting to the past: A CLIL pedagogy. The Language Teacher, 37(5), 69–71.Google Scholar
  17. McKinley, J. (2017). Identity construction in learning English academic writing in a Japanese university. Journal of Asia TEFL, 14(2), 228–243.Google Scholar
  18. McKinley, J. (2018). Making the EFL to ELF transition at a global traction university. In A. Bradford & H. Brown (Eds.), English-medium instruction at universities in Japan: Policy, challenges and outcomes (pp. 238–249). Bristol: Multilingual Matters.Google Scholar
  19. Mertler, C. A. (2008). Action research: Teachers as researchers in the classroom. Thousand Oaks: Sage.Google Scholar
  20. Modiano, M. (1999). Standard English(es) and educational practices for the world’s lingua franca. English Today, 15(4), 3–13.CrossRefGoogle Scholar
  21. Nikula, T., & Moore, P. (2016). Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 19, 1–13.CrossRefGoogle Scholar
  22. Ober, J., Norman, N., & Carnes, M. (2015). The threshold of democracy: Athens in 403 B.C (4th ed.). New York: W.W. Norton & Company.Google Scholar
  23. Pinner, R. (2013). Authenticity of purpose: CLIL as a way to bring meaning and motivation into EFL contexts. Asian EFL Journal, 15(4), 138–159.Google Scholar
  24. Reed, W. (2010). The blueprint of 21st century employability. Daijob HR Club. Retrieved from hrclub.daijob.com/hrclub/?p=815Google Scholar
  25. Rinnert, C., & Kobayashi, H. (2009). Situated writing practices in foreign language settings: The role of previous experience and instruction. In R. M. Manchon (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 23–48). Bristol: Multilingual Matters.CrossRefGoogle Scholar
  26. Rose, H., & McKinley, J. (2018). Japan’s English-medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111–129.  https://doi.org/10.1007/s10734-017-0125-1.CrossRefGoogle Scholar
  27. Scribner, S. (1986). Literacy in three metaphors. In N. Stein (Ed.), Literacy in American schools: Learning to read and write. Chicago: University of Chicago Press.Google Scholar
  28. Siegel, J. (2007). Creoles and minority dialects in education: An update. Language and Education, 21(1), 66–86.CrossRefGoogle Scholar
  29. Singh, M., & Shrestha, M. (2008). International pedagogical structures. In M. Hellstén & A. Reid (Eds.), Researching international pedagogies: Sustainable practice for teaching and learning in higher education (pp. 65–82). Dordrecht, Netherlands: Springer.Google Scholar
  30. Sticht, T. G. (1997). Functional context education: Making knowledge relevant. San Diego: Consortium for Workforce Education and Lifelong Learning.Google Scholar
  31. Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press.Google Scholar
  32. Thompson, G., & McKinley, J. (2018). Integration of content and language learning. In J. Liontas & S. Abrar-ul-Hassan (Eds.), TESOL encyclopedia of English language teaching. New York: Wiley-Blackwell.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.UCL Institute of EducationUniversity of LondonLondonUK

Personalised recommendations