Teachers in Korea commonly integrate academic subject content and language teaching, an approach whose efficacy has not yet been firmly established. This presentation will explain a research project on perceived efficacy of different academic subjects used in content and language integrated learning (CLIL). The project targeted both current and former students of a public Korean high school CLIL program and examined their perceptions of CLIL efficacy across six subject categories. A quantitative survey approach was employed to collect data from a large number of students (N = 123). The collected ordinal data was analyzed using non-parametric statistics, revealing multiple significant differences with large effect sizes (r equivalent > .9) in perceived efficacy among pairwise comparisons of the academic subjects. The presentation will also outline how these initial findings will be valuable to teachers and program designers and present paths for additional research necessary to establish CLIL efficacy for the Korean context.

Content language integrated learning (CLIL) instruction has become a popular practice in Taiwan. Teachers should be aware of the nature of tasks and outputs to identify to what extent tasks can be designed for learners to engage in the expression and understanding of the academic content. This case study analyzed 38 Taiwanese elementary school English teachers’ design and implementation of pushed output as tasks for six CLIL lessons in four content areas of life, arts, alternative curriculum, and integrative activities. The thematic analysis of interviews, observation fieldnotes, lesson plans, and worksheets led to the following major findings. First, teachers’ misconceptions on and lack of competence of CLIL, and external professional support on curriculum development affected the teachers’ designs on pushed output. Second, teachers’ negligence of instruction on the language for learning and insufficient provisions of sentence patterns on the language of learning led to their learners’ limited output on the target language and the use of the mother tongue during pushed output. Suggestions for the effective design and implementation of pushed output for CLIL were provided in terms of equipping teachers with competence on CLIL, collaboration between content and language teachers, and reflective practice on CLIL instructional strategies.

The role of art in modern education is often raised in discussions, with supporters citing a range of studies that indicate considerable additional benefits for students. These studies have shown that art can encourage academic development (Catterall et al.,1999), problem solving (Malley & Silverstein, 2014), self-expression (John Dewey, as cited by Heilig et al., 2010) and willingness to display learning publicly (Burton et al., 1999). A number of these skills are also fundamental in language acquisition; however, very little research has been done to assess the potential role of art as a tool within the ESL classroom. This presentation will discuss the findings of a survey-based preliminary study into the potential benefits of art discussions for English language students at university, highlighting that art is not only a stimulating and meaningful classroom topic, but can also have a positive influence on students’ self expression and communication skills.

Money may be the most relatable topic we can present to students. With tuition, food, housing, inflation, clothes, entertainment, etc., we are inescapably bound to the economy. But instead of embracing modern capitalism, this workshop will show how economics-based lessons can exist within the paradigms of ethics, civic responsibility and environmental justice - as well as simple pleasure shopping. Fortunately, podcasts - a highly practical, comprehensive, accessible medium - offer a cornucopia of compelling content. Since spring 2020, I have utilized podcast-centered economics content, completely in English, during classroom activities, homework assignments, quizzes and even summative assessments. While aided by proper scaffolding, students have delivered convincing results. During the workshop, I will detail the effective implementation of high stakes midterm and final exams created entirely from the contents of 10- to 20-minute economics-themed podcasts. Then, attendees will discuss the topic in small groups, followed by a whole group wrap-up discussion.