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Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan

ORCiD logo with link | CLIL Institute for Teacher Education
 | Tohoku University
Published online: 12 November 2024
DOI logo with link
https://doi.org/10.1075/aila.24003.sas
Abstract
The paper discusses the potential of CLIL (Content and Language Integrated Learning) pedagogy in the current practice of ELT (English Language Teaching) and the issues of global education from a viewpoint of DEI (diversity, equity, and inclusion) in Japan. DEI into CLIL pedagogy ensures a variety of learning environments, appropriate CLIL learning, and a sense of belonging. CLIL can also provide better ideas and resources to cultivate DEI. This paper therefore argues that CLIL pedagogy has the potential to change and incorporate issues related to DEI. The Japan CLIL Pedagogy Association (J-CLIL) conducted a questionnaire survey on CLIL and its sponsored events and activities in 2021. Results show that: (1) many teachers are not aware of DEI; (2) their mindset can become gradually diverse; (3) current education lacks equity with respect to students; and (4) inclusive education is still not satisfactory. Ensuring equity in DEI is crucial in the realm of CLIL teacher education. Therefore, it is imperative for CLIL teacher education to be more attuned to DEI concerns to enhance the implementation of CLIL practices effectively. The DEI process needs to be integrated into CLIL and globalisation within the Japanese context. For that purpose, there needs to be more research and practice necessary to promote a CLIL type of languages-integrated learning, and this paper argues that it can be done through the IMT (Integrated Multifunctional Teacher) development program in Japan.
Article outline
  • 1.Introduction
  • 2.CLIL pedagogy and globalisation
  • 3.CLIL pedagogy and DEI
  • 4.CLIL pedagogy in Japan
    • 4.1CLIL implementation through the viewpoint of diversity
    • 4.2The role of translanguaging and scaffolding for equity
    • 4.3The state of CLIL affairs associated with inclusion
  • 5.Awareness of DEI in CLIL pedagogy
  • 6.CLIL awareness based on the research in Japan
    • 6.1The questionnaire survey
    • 6.2The applied analysis for the ongoing characteristics of CLIL implementation
    • 6.3Teacher awareness of DEI and CLIL pedagogy
      • 6.3.1Diversity
      • 6.3.2Equity
      • 6.3.3Inclusion
      • 6.3.4DEI necessary for CLIL pedagogy
    • 6.4CLIL teacher education and DEI
  • 7.A new challenge for CLIL
  • 8.Conclusion
  • References
References (100)
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