@article{oai:konan-u.repo.nii.ac.jp:00004052,
 author = {MCNAMARA, Stephen E. and MCNAMARA, Stephen E.},
 journal = {言語と文化, The Journal of the Institute for Language and Culture},
 month = {Mar},
 note = {application/pdf, This article explains a syllabus that uses the linguistic objectives of a Japanese university language curriculum combined with adapted content objectives from the Australian high school national curriculum for history and media-arts. The content of the syllabus is modern western art history, and the linguistic objectives are adapted from English for Academic Purposes (EAP) reading and writing objectives specified by the university. These objectives are located within a Content and Language and Integrated Learning (CLIL) framework, explaining the justifications for doing so in this context, as well as explaining the syllabus’ relation to the hard-soft CLIL dichotomy and other paradigms. The article comments on the role of cognition in these frameworks, and how this has been accounted for in the syllabus. Following this, the article discusses how these theories have influenced the development of an activity, especially in regard to text treatment, and cognitive-linguistic analogues. The activity is a sequenced reading and writing study in the biography genre. The article concludes with comments on plagiarism and COVID 19’s effects on the instruction and learning of this activity.},
 pages = {211--223},
 title = {Locating Content, Language, and Cognition in a CLIL Art History Biography Activity},
 volume = {25},
 year = {2021},
 yomi = {マクナマラ, スティーブン}
}