Soft CLIL and English Language Teaching (PDF)

Yoshinori Watanabe is a professor of the Graduate School of Languages and Linguistics at Sophia University. He holds a PhD from Lancaster University, focusing his dissertation on the washback effect of Japanese university entrance examinations. He has a long-standing interest in language learning strategies, language assessment, and CLIL, and he has a number of publications in these areas, including 'Washback effects of college entrance examination on language learning strategies' (Bulletin of Japan Association of College English Teaching), Washback in Language Testing (with Liying Cheng, Routledge), and many others. His latest contributions include CLIL Volumes I, II, and III (co-authored, Sophia University Press), and 'Profiling lexical features of teacher talk in CLIL courses - The case of an EAP programme at higher education in Japan' (International CLIL Research Journal). He is currently President of Japan Language Testing Association.

Richard Pinner is an Associate Professor in the Department of English Literature at Sophia University. He holds an MA in Applied Linguistics and ELT from King's College London and a PhD from The University of Warwick. He is the author of three books, as well as several articles which have appeared in international journals such as Language Teaching Research and Applied Linguistics Review. His research focuses on the dynamic relationship between authenticity and motivation in language teaching and learning.

Matthew Davis is a teacher at Okayama Prefectural Okayama Daianji Secondary School, where he teaches English as a Foreign Language at both the lower and upper secondary level. While he holds an MA in English Language Education from Okayama University, his undergraduate background is in international affairs and Japanese. His involvement in implementing Soft CLIL at the secondary level began with attempts to improve classroom-based English debate tasks in 2013. While he continues to speak on, participate in, and promote English debate, his primary interest is on CLIL task design and observing student interaction in tasks.