Gavin BROOKS    Department   Kyoto University of Foreign Studies  Department of British and American Studies, Faculty of Foreign Studies    Position   Associate Professor
Date	2016/08/24
Presentation Theme	Academic Writing in the CLIL Classroom
Conference	EuroSLA 26
Promoters	European Second Language Association (EuroSLA)
Conference Type	International
Presentation Type	Speech (General)
Contribution Type	Individual
Country	Finland
Venue	The Language Campus of the University of Jyväskylä
Holding period	2016/08/24～2016/08/27
Publisher and common publisher	Gavin Brooks
Details	This study targeted second-year students (N = 38) enrolled in a CLIL class at a private Japanese university. Qualitative and quantitative analyses of the data showed that while most students were able to transfer the writing skills learned in their academic writing classes to the CLIL context, weaker students tended to struggle more with the cognitive demands of academic writing in this type of learning environment. These findings highlight the need to incorporate activities in CLIL classes that support the processes involved in academic writing.