This study investigated the role of teachers and the outcomes of intermediate-level learners in a CLIL (Content and Language Integrated Learning) lesson on global food topics. The “4Cs” framework was used to assess the learning outcomes, which focused on critical thinking, creativity, communication, and collaboration. The lessons were designed to have learners identify food topics by recording their daily meals, then read data on global food problems, and finally propose ideas for solving the problems. Participants were 20 Japanese language learners, all graduate students. The lessons were recorded, and the teacher and observer analyzed the classroom interaction using the observation support system “FishWatchr” ver.1.0.
The results showed that the CLIL lesson enhanced learners’ Japanese language skills, as well as their ability to read data and information, deepen their critical thinking, and demonstrate their creativity. The teacher actions that supported these outcomes included providing scaffolding, promoting cooperative learning, and asking open-ended questions. The findings of this study suggest that CLIL can be an effective way to teach intermediate-level learners at higher education levels. The teacher’s role is essential in ensuring that learners have a positive learning experience, and the 4Cs framework can be used to assess the learning outcomes.
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