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Advanced Global Human Resources Development Project 2021: English Teaching Program for Content and Language Integrated Learning (CLIL) was held

The Advanced Global Human Resources Development Project 2021 – English Teaching Program for Content and Language Integrated Learning(CLIL)was held online between February 28-March 4, 2022.

As part of the Advanced Global Human Resource Development Project, the English Teaching Program for Content and Language Integrated Learning (CLIL) has been offered annually to the doctoral students of the Graduate School of Economics since 2018. Although the program was suspended in 2020 due to the global pandemic, it has been reestablished as an online training program in cooperation with the University of Adelaide, Australia. Sixteen students from the Graduate School of Economics participated in this online program from Monday, February 28 to Friday, March 4, 2022; 4 hours a day from 9 am to 1 pm, for five days. The participants learned methodologies for teaching in English, including student-led active learning, and received a certificate of completion from the University of Adelaide at the end of the program. With active discussions among the participants, the training program was a valuable experience for the participants.

Below is what one of the participants, T.A. (a doctoral student), says about the online CLIL program this year:


(Hereafter is the original text)

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CLIL stands for Content Language Integrated Learning, a course in which we learn the techniques and know-how of teaching specialized subjects in non-native English using student-led active learning teaching methodologies and the four skills of English (reading, writing, listening, and speaking).

Active learning is a teaching methodology that helps students understand lectures more accurately, retain lecture content in their memory, and apply and make use of lecture content. To this purpose, the teacher stimulates the students' brains from various angles and encourages them to take initiative and engage in activities. In a passive lecture, students only need to read or listen to what is given, but in active learning, they also think, write, and speak on their own. For example, students work collaboratively in groups to write answers to fill-in-the-blank questions and discuss tasks.

It was very hard to attend active learning classes for 4 hours from 9:00 a.m. to 1:00 p.m. for 5 days, but Kathy and Clive's lectures were easy to understand with great sensitivity to the students. As a result, the students understood the content of the lectures very well, and I am sure that from this April, I will be able to teach the class in a way that will attract more interest from the students than before.

We would like to express our sincere appreciation to Professor Kathy and Professor Clive, the faculty and staff of the University of Adelaide, Australia, and the Office for International Education and Exchange (OIEE), Graduate School of Economics, Kobe University, for their efforts in making this program possible.

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Participants at the CLIL training program
                                                          【Office for International Education and Exchange】