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Promoting International Posture through History as Content and Language Integrated Learning (CLIL) in the Japanese Context
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Lockley, Thomas – Studies in Second Language Learning and Teaching, 2015
This article uses the conceptual framework of second language willingness to communicate (L2 WTC), and in particular the contributory construct of international posture (IP; Yashima, 2002), to report on a content and language integrated learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory,…
Descriptors: History Instruction, Second Language Learning, Second Language Instruction, English (Second Language)