Abstract
This study investigated the beliefs and practices of two English language teachers - an English as an Additional Language (EAL) speaker and an Anglophone speaker - towards Content and Language Integrated Learning (CLIL) at a regional Japanese university offering English medium instruction (EMI). Established in 2009, the university offers students EMI in the fields of international studies and regional development and international economy and prepares 1st grade students in a compulsory English for Academic Purposes (EAP) programme adopting a CLIL approach. This study examined how the two teachers conceptualized and implemented their CLIL syllabi and what limitations and opportunities CLIL offered. Qualitative data elicited from a collaborative autoethnography (CAE) revealed CLIL as both a bridge into EMI and post-university life. For this purpose, both teachers scaffolded language and content materials, especially with general cultural and social science themes. Translanguaging was important in developing pragmatic integration of students' Japanese in classes. Difficulties were noted in teaching higher cognitive skills due to the test focus of secondary education. Pedagogically, both shifted along a CLIL continuum between language and content foci according to student needs. The perceived limitations stressed the problematic balance between content and language and a lack of a language threshold before embarking on CLIL. Further issues raised were the paucity of teacher development in CLIL and tension between content and language teachers in syllabus design. Finally, opportunities were mentioned in the knowledge transfer between content and language classes and the development of autonomous collaboration. Of final note, the teachers' linguistic backgrounds were seen as important for students. Overall, implications for this study suggested that teaching practitioners can reinforce their classroom instructions with research knowledge.
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