Chapter 9. Linking Writing, “Peer Checks,” and Peer Review in a Content and Language Integrated Learning Course
Michael Griffiths
Abstract
Content and Language Integrated Learning (CLIL) pedagogy has a concurrent focus on content and language as a learning goal (Coyle et al., 2010). As such, CLIL classrooms may differ greatly from traditional L2 academic writing classrooms. CLIL is meaning-oriented, that is, learners make meaning from progressively cognitively challenging content input, and their interaction with others through speech, and their writing reflects their meaning-making attempts at understanding of content. However, in many CLIL contexts, written output in CLIL is seemingly overlooked at the expense of other skill areas or forms of assessment. CLIL writing may provide opportunities for linguistic output that demands more of learners and chances to express what they know of a content area (Llinares et al., 2012). This chapter describes tasks from a ‘content-focused’ elective course for undergraduates in a university in western Japan. The chapter shows how a series of content-focused communicative tasks lead to writing tasks and explains the CLIL-informed choices of this course design. Furthermore, it highlights how interaction, often in the form of learner-led ‘peer checks’ of language and content learning, supports later writing tasks and reflection. An overview of the course and writing process, therefore, provides an alternative to traditional L2 academic writing approaches to supporting written output. The chapter concludes by describing how a peer review of reflective writing from learners may be an advantageous outcome of CLIL writing and how it can be linked to assessment.
About the Contributor
Michael Griffiths Michael currently works as an associate lecturer at Kwansei Gakuin University in Sanda, Japan. He has over twenty years’ experience working as language teacher at schools and universities in Japan and Australia. His roles at Japanese universities have included course design and the implementation of CLIL.
Citation
Griffiths, M. (2026). Linking writing, “peer checks,” and peer review in a content and language integrated learning course. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/9
Content and Language Integrated Learning (CLIL) pedagogy has a concurrent focus on content and language as a learning goal (Coyle et al., 2010). As such, CLIL classrooms may differ greatly from traditional L2 academic writing classrooms. CLIL is meaning-oriented, that is, learners make meaning from progressively cognitively challenging content input, and their interaction with others through speech, and their writing reflects their meaning-making attempts at understanding of content. However, in many CLIL contexts, written output in CLIL is seemingly overlooked at the expense of other skill areas or forms of assessment. CLIL writing may provide opportunities for linguistic output that demands more of learners and chances to express what they know of a content area (Llinares et al., 2012). This chapter describes tasks from a ‘content-focused’ elective course for undergraduates in a university in western Japan. The chapter shows how a series of content-focused communicative tasks lead to writing tasks and explains the CLIL-informed choices of this course design. Furthermore, it highlights how interaction, often in the form of learner-led ‘peer checks’ of language and content learning, supports later writing tasks and reflection. An overview of the course and writing process, therefore, provides an alternative to traditional L2 academic writing approaches to supporting written output. The chapter concludes by describing how a peer review of reflective writing from learners may be an advantageous outcome of CLIL writing and how it can be linked to assessment.
About the Contributor
Michael Griffiths Michael currently works as an associate lecturer at Kwansei Gakuin University in Sanda, Japan. He has over twenty years’ experience working as language teacher at schools and universities in Japan and Australia. His roles at Japanese universities have included course design and the implementation of CLIL.
Citation
Griffiths, M. (2026). Linking writing, “peer checks,” and peer review in a content and language integrated learning course. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/9
Information About the Book
|
Title: Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices
Editors: Edited by Ashton E. Dawes and Kathryn Jurns Publication date: May 2026 Read more... |