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Paper Presentation CLIL Regular Presentation (30 min)
Vlogs as a resource for CLIL teaching—An example of culinary English instruction
Content and Language Integrated Learning (CLIL) has been a trend for contemporary education that aims to develop learners’ language competence and content knowledge simultaneously. Based on the example of culinary English instruction, this study proposes that vlogs can be appropriate authentic CLIL materials to expand learners’ content knowledge about culinary arts and cultivate linguistic competence in specialized lexicon, cuisine-related discourse, and characteristics of recipe telling. Five clips produced by different food vloggers were analyzed and adapted for pedagogical use, towards which learners’ perceptions were then explored through a self-designed questionnaire after the vlog-based instruction. The results show that in addition to specialized terms and dish-making instruction, vloggers’ sharing of food culture information, personal experiences, and suggestions for cooking could be practically applied to learning tasks such as cloze tasks, unscrambling practice, and creativity-based questions and was suggested to further extend to hands-on tasks. When implemented in lessons, the vlog-based materials were positively perceived as interesting, useful, and efficient both in reducing learning anxiety and in raising competence in listening comprehension, specialized lexicon, food culture, and culinary skills. Finally, based on the findings, this study offers suggestions for the selection and use of vlogs for instruction.
Dr. Chi-yin Hong received her PhD on TESOL and is now an associate professor of Department of Food and Beverage Management and Culinary Arts at Kun Shan University in Taiwan. She has been teaching English for over 20 years. Her research interests include English for specific purposes, English learners’ speech behaviors, second language acquisition, and pragmatics.