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.
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Lingua, 28 143-146, Feb 28, 2017 Peer-reviewedThis is a report of a CLIL symposium conducted as a part of the KAKEN project to explore Curriculum Development and Methodology in a second foreign language such as German, French and Spanish.
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The JACET 50th (2011) Commemorative International Convention Programme Proceedings, 50 45-45, Aug, 2011 Invited
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Speak Out IATEFL Special Interest Group Newsletter, 43 13-15, Sep, 2010 Invited
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IATEFL young learners : Young Learners Special Interest Group publication (CATS : Children and Teenagers), 2008 Peer-reviewed
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IATEFL Voices, 196, 2007 Peer-reviewed
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Glocalization through CALL : bringing people together : the proceedings of JALTCALL 2005 : Ritsumeikan University, BKC campus, Shiga, Japan, June 3-5, 2005, 264-271, 2006 Peer-reviewedLead author
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Temple University Japan Applied Linguistics Colloquium, 2005
Misc.
2-
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
35-
Cambridge International, Jul 25, 2025 Invited
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CLIL workshop for Ueno Gakuen International Course, Apr 1, 2025 Invited
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TWCU Online Forum, Dec 7, 2024
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International Association of Applied Linguistics (AILA), Aug 14, 2024
Professional Memberships
2Research Projects
2-
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
8Other
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Apr, 2025 - Apr, 2025I conducted a CLIL workshop at Ueno Gakuen for the International Course teachers. In the workshop, I presented about the basic principles of CLIL and a workshop on poverty in Uganda.
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Nov, 2024 - Nov, 2024In this talk, Dr. Rhee explored the evolution of the COIL classroom in recent years, highlighting its effectiveness as a tool for virtual intercultural exchange. COIL courses may be entirely online or conducted in blended formats, where each class meets in person at their respective institutions while connecting through online platforms to engage with their partner class.
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Bridging Liberal Arts and CLIL Forum: Vocabulary in Content and Language Integrated Learning CoursesOct, 2024 - Oct, 2024On October 30th 2024, we held our third Bridging Liberal Arts and CLIL Forum on Zoom. The speaker was Dr Kimberly Klassen from the Department of English, and she delivered a very inspiring talk on the topic of Vocabulary in Content and Language Integrated Learning Courses. Dr Klassen talked us through why vocabulary is important, how much comprehension is needed for CLIL materials, what vocabulary our Japanese students know, and what they need to learn. She also talked about aspects of word knowledge and how to support our students in their vocabulary learning. In Dr Klassen’s talk she said ‘students need to learn high (and mid) frequency vocabulary so they can understand 80% of academic Texts’. The challenge for me as a CLIL teacher is to explore how the high and mid-frequency words could be taught in context to make vocabulary learning an integrated part of the content teaching. The fun part of the forum was that Dr Klassen made the zoom session interactive by asking us questions and getting us to make some notes in the chat. That made the listeners very involved in making comments on the chat. It also encouraged the audience to turn their microphones on to comment. Dr Klassen responded promptly to these comments and the whole session was very involving. Nine participants from TWCU attended and two of Dr Klassen’s students spoke up confidently in the session. One participant from Edinburgh and three from Sophia University came to the session. In total, there were thirteen participants altogether.
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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.