In this paper, a specific example of the development, implementation, and preliminary evaluation of a content and language integrated learning (CLIL) curriculum for early childhood education and care majors in their university’s required freshman and sophomore English classes in Japan is described. The choice of learning goals, materials development, and teacher training, in particular, are the focus. Results from a survey given to teachers after completing one semester under the new curriculum as well as data from the teachers and the university’s library as to their use of the selected children’s songs and picture books in class are discussed. From these results, further steps in materials development, continued teacher training, and evaluation of student learning under the new curriculum are explained.
本論文では、日本の大学1、2年生必修英語クラスにおける保育・子供教育専攻向けのCLIL（内容言語統合型学習）カリキュラムの開発、実施、予備的評価の具体的な事例について述べる。中でも学習目標、教材開発、教員養成に焦点を当てる。新カリキュラムでの前期終了後、担当教員に行った調査結果及び、教員が授業用に選んだ子供向けの歌や絵本について、本人及び大学図書館から得たデータについて論じ、これらを踏まえ、さらなる教材開発、継続的教員養成、新カリキュラムの学習評価の方法について説明を行う。
