池田 真

This article reports and discusses an English lesson based on Content and Language Integrated Learning (CLIL) conducted at a national college of technology. The CLIL lesson aimed to teach English for science and engineering, as well as contents such as design, processing, and specified engineering issues. Students were asked to write an assemble instruction of a model car in groups after engaging in its related tasks:classifying materials and their properties, and understanding physics and mathematics expressions. The results from questionnaires given to the students and graduates of the college and our reflection on the lesson suggest that the engineering students found CLIL effective for language and content learning while the engineering teachers of CLIL need to improve their language teaching skills.