#4104. Soft CLIL and English Language Teaching: Understanding Japanese Policy, Practice and Implications

September 2026publication date
Proposal available till 23-05-2025
4 total number of authors per manuscript0 $

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Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Education;
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Abstract:
Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and English Language Teaching (ELT). Many practitioners wonder how they can do CLIL if their main classes are focused on English as a Foreign Language (EFL). This research addresses these concerns by examining the experiences of various CLIL practitioners in the EFL context. The research outline the CLIL methodology, the differences in hard CLIL (subject led) and soft CLIL (language-oriented) before focusing on the EFL interpretations of soft-CLIL. Although the distinction of hard CLIL and soft CLIL has been mentioned in several publications, this is the first book-length exploration of this issue, featuring parts examining expectations, challenges, material support, implementation, and even motivation in CLIL classrooms.
Keywords:
Language education; CLIL classrooms; motivation; learners

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