Curriculum Vitaes
Profile Information
- Affiliation
- Professor/ Center Director, Liberal Arts Research and Education Center for English, Tokyo Woman's Christian University
- Degree
- MA TEFL(University of Reading)Doctor of Education in TEFL(University of Exeter)修士(レディング大学)博士(エクセター大学)
- Other name(s) (e.g. nickname)
- Chantal Hemmi
- Researcher number
- 00730053
- ORCID ID
https://orcid.org/0000-0002-4118-1579- J-GLOBAL ID
- 201301011207082778
- researchmap Member ID
- 7000004665
1999-2003 A study on bilingual Japanese women and their identity. Doctor of Education in TEFL dissertation, University of Exeter, School of Education
2013-present Case studies on curriculum and activity design in CLIL Practical research through CLER English Professional Development Programme
2016-2017 Proposal for collaboration between German, French and Spanish in the second foreign language education-Curriculum construction and teaching methods KAKEN Basic research (C)
2016 April-2018 March Japan Textbook Research Center funded project
Textbook Research and Research Consignment Project Practical research on the development of teaching materials for content-language integrated learning in elementary, junior high, and high schools
2017 April-2018 March Research on the development of speaking and writing skills in CLIL I (SOLIFIC Joint research Principal Researcher: Takanori Sato)
2019 April-2020 March Research on the development of speaking and writing skills in CLIL 2 (SOLIFIC joint research Principal Researcher: Takanori Sato)
2019 April-March 2021 A Longitudinal Study on Approaches to Critical Thinking in CLIL 1 (SOLIFIC joint research Principal Researcher: Chantal Hemmi)
2019 April-2020 August Maintenance of Motivation in a CLIL class: the voices of students with the implementation of COIL1 MEXT: Inter-university Exchange Project, "University World Exhibition and Strengthening support for University-University Exchange with the United States, etc. Utilizing COIL-type Education" Development of a problem-searching international collaborative online learning program related to human security and multicultural coexistence”
2020 Sept- 2021 March Maintenance of Motivation in a CLIL class: the voices of students with the implementation of COIL2 MEXT: Inter-university Exchange Project, "University World Exhibition and Strengthening support for University-University Exchange with the United States, etc. Utilizing COIL-type Education" Development of a problem-searching international collaborative online learning program related to human security and multicultural coexistence”
2021 April- March 2022 The learning moment in CLIL classes through COIL: Voices of students 3 MEXT: Inter-university Exchange Project, "University World Exhibition and Strengthening support for University-University Exchange with the United States, etc. Utilizing COIL-type Education" Development of a problem-searching international collaborative online learning program related to human security and multicultural coexistence”
April 2022~March 2023 Digital communication in CLIL lessons through COIL (Voices of students 4)
April 2023-Present Digital Transformation in CLIL lessons through COIL (Voices of students 5)
From April 2024, I have been working closely with Professor Neale Cunningham (TWCU) to build a professional community to share our experiences of teaching CLIL projects at TWCU. On July 3rd, 2024, we launched our first Forum online called Bridging Liberal Arts and CLIL with the cooperation of our colleagues from Moray House, Edinburgh University, CLER, Sophia University, and ELA, International Christian University.
(Subject of research)
Six bilingual Japanese Women and the Stories of their English and Identity
CLIL Teacher Development
CLIL Materials Development at Elementary, Junior and Senior High School Level
Development of productive skills in CLIL
Research Interests
3Research Areas
1Papers
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Language Learning in Higher Education, 12(1) 309-326, May 25, 2022 Last authorAbstract The benefit of Content and Language Integrated Learning (CLIL) for second language (L2) development has been addressed by second language acquisition theory and investigated by empirical studies. However, previous studies have not demonstrated the effectiveness of CLIL precisely as most of their study participants took CLIL and non-CLIL courses concurrently. Additionally, existing studies have focused on the effectiveness of CLIL in primary and secondary education and rarely addressed it in higher education. The present study considered the limitations of the previous studies and investigated the development of L2 English productive skills (i.e., speaking and writing) through CLIL conducted in a university in Japan. This study employed a pre-experimental pretest-posttest design, in which all participants received CLIL instruction for four months undertaking the pretest and posttest. The results showed that their productive skills improved significantly. The analysis of pretest and posttest scores also revealed the specific areas of productive skills that benefitted from CLIL, such as Task Achievement (speaking and writing), Coherence and Cohesion (writing), and Grammatical Range and Accuracy (writing). However, this study revealed that the degree of improvement was small, and that vocabulary and critical thinking skills did not improve significantly. This study’s findings provide empirical evidence for the effectiveness of CLIL itself on L2 development in higher education.
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Lingua, 32 165-173, Dec, 2021 Last author
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Lingua, 31 167-176, Dec 25, 2020This is a report on a Collaborative Online International Learning (COIL) project between a group of sixteen Science students at Sophia University and Japanese majors at the University of North Carolina, Charlotte (UNCC). This programme took place in the Autumn Term of 2019 with the collaboration of Mr Jordan Bledsoe of UNCC. Here I examine how students set their goals in connection to a video exchange programme funded by the Sophia COIL project with special reference to the focus group meetings that took place in October and December 2019.
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Lingua, 30 97-104, Dec 25, 2019 Peer-reviewedThis paper analyses how a bilingual CLIL was used in a third year primary school in Adachi-ku. A dialogic approach was adopted encouraging collaborative scaffolding of knowledge and language.
Misc.
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Lingua, 27(27) 181-197, Mar 30, 2016 Peer-reviewedIn this symposium, we showcased our practical research on CLIL at the Center for Language Education and Research at Sophia University. The presentations were all conducted by CLER professors and the poster sessions provided an opportunity for the presenters and audience to interact with one another and to further extend a CLIL community amongst teachers in Japan.
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English Teaching Professional, 52, Sep, 2007 Peer-reviewedThis paper outlines ways in which discipline can be taught positively through tasks that encourage student progress
Books and Other Publications
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Routledge, Jul, 2023 (ISBN: 9781032001951)
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Kougakusha, Mar 1, 2017 (ISBN: 9784866380070)Co-publication as a part of KAKEN project on Curriculum Development in the teaching of German, French and Spanish as a second foreign language Kiban (C) 2014/04/01-2012-2017/03/31
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Multilingual Matters, 2014 (ISBN: 9781783091355)
Presentations
32-
International Association of Applied Linguistics (AILA), Aug 14, 2024
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AILA 2023 20th Anniversary Congress, Jul 21, 2023
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Tokyo Women's Christian University 2023 2nd FD session, Jun 28, 2023 Invited
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ヨルダンとイスラエルの小学校と中学校の英語の先生を対象とした Lasallian English Educators Fellowship (LEEF) トレーニング プログラム。, Mar 29, 2023 Invited
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Japan Overseas Educational Services, Aug 9, 2022 Invited
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Reiwa 3 Skills development seminar for ALTs in Mie prefecture (Council of Local Authorities for International Relations ), Jan 20, 2022 Invited
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Train the trainer for CLIL (Rosie Tanner Educational Consultant), Mar 1, 2021, Rosie Tanner Educational Consultant Invited
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2020 ALT Teacher Development, Dec 7, 2020, Kochi Education Center Invited
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2020 ALT Teacher Development, Dec 7, 2020, Kouchi Education Center Invited
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Japan Textbook Research Center, NPO, Reiwa 1, Textbook Seminar,, Nov 13, 2019, Japan Textbook Research Center, NPO InvitedWe focused on elementary school CLIL and discussed the methodology of CLIL together with the practice in a local school in Adachi-ku. We also introduced junior and senior high school materials developed throughout the 3-year research project.
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ExcitELT, May 12, 2019, ExcitELT Invited
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Aichi Education University Elementary and Junior High School Workshop, Feb 11, 2019, Aichi Education University InvitedWith the introduction of English as a formal subject at 5th and 6th year level, there was a request from the Aichi Education University workshop organizers to focus on the teaching of Social Studies in English using a CLIL approach. Thus I introduced ways in which a CLIL approach can be employed to teach about local produce in Japan using a multi-modal approach to teaching content and language.
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Be the Teacher Inspiring students to find their own voice in English, Aug 9, 2018, National Geographic Learning Cengage Learning K.K InvitedAlthough the theme of this conference was the same as the one I participated in in Tokyo on August 2nd, because of the participants being practitioners, I geared my presentation around their needs to accommodate emphasis on the actual practice of CLIL based on data.
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Be the Teacher:Inspiring students to find their own voice in English, Aug 2, 2018, National Geographic Learning Cengage Learning K.K InvitedI presented about the theories and practices of CLIL, focusing on the topic of dialogic learning. I used data gained from an actuary elementary school class to illustrate my point.
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Teacher Training for Elementary School Teachers, Kouchi Prefecture Education Center, Jul 31, 2018, Kouchi Prefecture Education CenterElementary School English has become compulsory at 5th and 6th year level and teachers have started to implement English language activities at 3rd and 4th year, also. In this context, I presented a case study of children who learnt through a CLIL approach at 3rd year level. Later I lead a workshop on the use of stories dealing with the topic of diversity. 50 elementary school teachers participated.
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Adachi Kushouken Third Study Meeting for Foreign Language Education, Jul 11, 2018, Adachi Kushouken Foreign Language Education Study GroupThrough a CLIL approach I demonstrated how to teach children to listen to and understand a story through tasks that scaffold meaning. I also showed ways in which the alphabet and ordinal numbers can be taught, integrated with the content of the story.
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Cambridge Day on CLIL: Workshops for Teachers, Mar 10, 2018, Cambridge University Press InvitedIn this workshop I presented about two cases from Year 3 elementary school contexts to illustrate how I tried to make my teaching dialogic and meaningful for the students.
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Southeast Asian Ministers of Education Organisation, Regional Centre for Quality Improvement of Teachers and Education Personnel (QITEP) in Language Workshop on Lesson Study of Foreign Languages with MEXT, Japan (January 29-30, 2014), Jan 29, 2014, Ministry of Education Sport and Science InvitedIn this workshop we discussed the history of Lesson Study and the approach it employs to encourage teacher reflection on lessons taught in foreign language teaching. We also simulated the process in which Lesson Study can be used to develop critical thinking and teacher development.
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JALT Conference, Nov, 2011This session was about employing CLIL as an approach to teaching primary school children.
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JACET, Aug, 2011, British CouncilThis was a joint presentation about CLIL in different learning contexts in Spain and in Japan.
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British Council Young Learner Manager's Conference, Kuala Lumper, Mar, 2010, British Council Invited
Professional Memberships
2Research Projects
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NPO, Japan Textbook Research Center, Apr, 2016 - Mar, 2018
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Grants-in-Aid for Scientific Research, Japan Society for the Promotion of Science, Apr, 2014 - Mar, 2017
Social Activities
7Other
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Jul, 2024Together with Prof Neale Cunningham (LARECE, TWCU) and Dr Dario Banégas I planned and produced the first Forum. Dr Dario Banégas was the guest speaker and there were nine participants from TWCU, Sophia University and ICU. I served as a facilitator of the forum.
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May, 2023 - May, 2023I planned the workshop and participated as a facilitator.In this workshop, Ms Enika Banerjee of the University of North Carolina, a collaborator of COIL (Collaborative Online International Learning)was the guest speaker, and it was held as a face-to-face event in Room 306, Building 6. Following Ms. Banerjee, the speakers from Sophia University's Center for Language Education and Research presented their experiences with COIL. Coline Mailleux (French) and Nina Kanematsu (German) were presenters from CLER. Prof Wonkyung Rhee (Center for Global Education and Discovery), who has supported and guided teachers involved in Sophia University's COIL project, gave us some tips of advice on COIL.
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Mar, 2023 - Mar, 2023I planned and served as a facilitator for an online Forumon Critical Thinking and Creativity with Profs Darío Luis Banegas (University of Edinburgh)and Alberto Fernándes-Contales (University of Oviedo) Co-sponsored by Center for Language Education and Research (CLER) and Sophia Linguistic Insitute for International Communication (SOLIFIC)
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Jul, 2022 - Jul, 2022In this workshop, Ms. Enika Banerjee of the University of North Carolina Charlotte (UNCC), COIL partner university, was invited to give a lecture based on actual examples of collaboration with Sophia University. Chantal Hemmi from Sophia University's Center for Language Education and Research acted as moderator and the session was held on ZOOM.15 participants attended from universities in Japan and North Carolina.
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Feb, 2022 - Feb, 2022Speaker: Dr. Maria Manzon (Associate Professor, Department of Education, Faculty of Comprehensive Human Sciences, Sophia University) Subject: Looking back on autonomous learning in online and face-to-face learning Date and time: February 21, 2022 (Monday) 13: 00-14: 30 Moderator: Chantal Hemmi (Associate Professor, Center for Language Education and Research) This seminar was held online and started with an interview with Dr. Maria Manzon. When Manzon gave an online lesson, she first made a video of her lecture, and the students watched it before attending the lesson. The class itself was interactive and talked about how the students learned very positively and independently. It was reported that the students learned independently and had discussions using Zoom's breakout room with questions that naturally arose.