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  2. Hemmi Chantal

Hemmi Chantal

  (逸見 シャンタール)

Profile Information

Affiliation
Visiting Professor, English Center, 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 May 2018, I have been working with Projects Associate Professor, Graham Mackenzie and the English Curriculum Committee with the design and planning of the SPSF(Sophia Program for Sustainable Futures) courses.From 2019, I have been planning the EMI-Share sessions as a member of the FD working group. We explore aspects of language use in EMI, and offer support in EMI practice.　In AY 2020, the working group planned and rolled out three EMI-Share sessions online. In AY2021, the working group offered six zoom sessions, two of which I took an initiative in planning.
From 2014, I have been involved in the planning and implementation of a Professional Development Programme at Center for Language Education and Research.My responsibilities include the establishment of a sustainable teacher development programme to facilitate interaction amongst staff to establish a CLIL learning community. The activities of our Professional Development Programme include inservice training sessions that focus on the theories and practice in the teaching and learning of English for Academic Purposes and CLIL. My aim for the academic year 2018 is to cultivate Inservice Training Sessions that link in well with the University's strategic aims to develop content courses that integrate the learning of language. The key, Thus, I am creating activities to contribute to the nurturing of a professional community for CLIL through the implementation of a structured Professional Development Programme at Center for Language Education and Research.

(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

 3

Research Areas

 1

Papers

 17
  • Takanori Sato, Chantal Hemmi
    Language Learning in Higher Education, 12(1) 309-326, May 25, 2022  Last author
    Abstract 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.
    Attachment
  • Takanori Sato, Chantal Hemmi
    Lingua, 32 165-173, Dec, 2021  Last author
  • Chantal Hemmi
    Lingua, 31 167-176, Dec 25, 2020  
    This 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.
  • Emi Fukasawa, Hiroko Aikawa, Tomoko Yokoyama, Chantal Hemmi
    Lingua, 30 97-104, Dec 25, 2019  Peer-reviewed
    This 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.
  • Takanori Sato, Chantal Hemmi
    Lingua, 29 153-160, Feb 28, 2019  
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Misc.

 2
  • Chantal Hemmi, Satomi Fujii, Philip Patrick, Graham Mackenzie, Miki Shrosbree, Natalie Close, Vincent Petrin
    Lingua, 27(27) 181-197, Mar 30, 2016  Peer-reviewed
    In 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.
  • Chantal Hemmi
    English Teaching Professional, 52, Sep, 2007  Peer-reviewed
    This paper outlines ways in which discipline can be taught positively through tasks that encourage student progress

Books and Other Publications

 7
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Presentations

 29
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Professional Memberships

 2

Research Projects

 2

Social Activities

 7

Other

 22
  • May, 2023 - May, 2023
    I 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.
  • Mar, 2023 - Mar, 2023
    I 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)
  • Jul, 2022 - Jul, 2022
    In 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.
  • Feb, 2022 - Feb, 2022
    Speaker: 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.
  • Jan, 2022 - Jan, 2022
    Co-sponsored by COIL TEAM and CLER Speaker: Dr. Gerald Nosich Subject: Using critical thinking to write an academic paper Date and time: Wednesday, February 9, 2022 10: 00-11: 30 (Japan time) Moderator: Chantal Hemmi (Associate Professor, Center for Language Education and Research, Sophia University) This workshop was held at ZOOM, inviting Dr. Gerald Nosich, a leading expert in Critical Writing, and moderated by Chantal Hemmi of Sophia University Language Education and Research Center. This project was funded by MEXT: 平成３０年度文部科学省「大学の世界展開力強化事業（COIL型教育を活用した米国等との大学交流形成支援」事業名：人間の安全保障と多文化の共生に係る課題発見型国際協働オンライン学習プログラムの開発
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