ELP 、 CLIL 、 intercultural communicative competence について 平成 21 年度教員免許状更新講習 3 共立女子大学 03/08/2009 笹島茂 1

ELP (European Language Portfolio)  This European Language Portfolio is intended to:  Support teaching and learning through the gradual development of learner autonomy  Provide evidence of the holder’s language abilities and intercultural capacities to teachers, officials, and prospective employers  Develop in learners a range of transferable learning, communication and intercultural skills which are essential for effective engagement at all levels with the host society (The Milestone Project, 2002) 2

CLIL (Content and Language Integrated Learning)  CLIL refers to teaching subjects such as science, history and geography to students through a foreign language. This can be by the English teacher using cross-curricular content or the subject teacher using English as the language of instruction. Both methods result in the simultaneous learning of content and English. (  CLIL describes an evolving approach to teaching and learning where subjects are taught and studied through the medium of a non-native language. In CLIL, learning a curricular subject in a second, third or sometimes fourth language involves best practice from a range of different educational contexts. (Cambridge ESOL Teaching Knowledge Test (TKT))Cambridge ESOL Teaching Knowledge Test (TKT) 3

Intercultural communicative competence  Intercultural awareness, described as “sensitivity to the impact of culturally induced behaviour on language use and communication” (Stempleski and Tomalin 1993: 5), comprises awareness of students’ own culturally induced behaviour, awareness of the culturally induced behaviour of the target language community, and ability to explain their own cultural standpoint.  ICC, according to Byram (1997), requires certain attitudes, knowledge, and skills to be promoted, in addition to linguistic, sociolinguistic and discourse competence. 4

Intercultural communicative competence  The attitudes refer to curiosity and openness as well as “readiness to suspend disbelief about other cultures and belief about one’s own (Byram 1997: 34 and 57).  The acquired knowledge is of two kinds: on the one hand, knowledge of social groups and their products and practices in one’s own and in the foreign country, and, on the other hand, knowledge of the general processes of individual and societal interaction (Byram 1997: 35 and 58).  Finally, the skills comprise those of interpreting and relating, discovery and interaction as well as critical awareness/political education (Byram 1997: 34 and ) (Lázár. 2003: 41) 5

European Profile for Language Teacher Education  34. Training in the use of the European Language Portfolio for self-evaluation  33. Training in Content and Language Integrated Learning (CLIL)  5. Experience of an intercultural and multicultural environment  8. The opportunity to observe or participate in teaching in more than one country  13. Close links between trainees who are being educated to teach different languages 6