From Which Point Do We Begin? On Combining the Multiliteral and Multiperspectival

다국어 초록 (Multilingual Abstract)

This text below transcribes a hypothetical and ’pataphysical dialogue by a group of interlocutors inquiring into the “what and how” of multimodal, Content and Language Integrated Learning (CLIL) methodology. It builds on a unique research paradigm concerned with combining CLIL and multiliteracies theory in the Japanese tertiary education context (Bradley, 2015; Bradley & Cole, 2016; Bradley, Hunt, & Cole, 2017). Synthesizing research on CLIL methodology and multiliteracies theory, the paper simultaneously manifests and explores a dialogic “thinking model” for examining complex philosophical and ethical issues with students at beginning or intermediate English levels. Faced with the Japanese government demand to offer more content courses or content-based-instruction (CBI) solely in English, we explore the potential of a CLIL-inspired multiliteracies approach, analyzing numerous examples taken from actual classroom experiences that illustrate how such an approach can overcome the lack of critical thinking and critical media literacy among students. This paper contributes to research on CLIL (Coyle, 2008; Koike, 2016) by demonstrating the applicability of a thinking model for teachers working with low-to-intermediate English. It is presented in a dialogic, ’pataphysical format as a way to question the “point of view” of academic research and indeed to transform the practice of academic writing itself.

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