A class of 3rd year Japanese university EFL students (n=26) were taught a subject called “Science and Society in English” that allowed them to utilize their prior knowledge from their majors in the EFL classroom. A CLIL-based syllabus incorporating translanguaging approaches was created to support students' use of L1 and L2 materials. Themes explored in the class covered the impact of science and technology on society, and its benefits/ hindrances . Following "Bloom's Revised Taxonomy 2001" as a learning progression guide, students were provided with opportunities to read and discuss topics related to their Science and Technology majors in their L1 and L2 to prepare to write a research paper and make a final presentation in English. This presentation will outline how Blooms Revised Taxonomy, CLIL and translanguaging approaches were incorporated in the classroom throughout the 15 week semester. It will outline the observed benefits to students’ comprehension of content and the specific language it requires through bringing their prior knowledge from their majors to the forefront. Findings indicated that allowing learners L1 in the L2 classroom increased students' levels of motivation and willingness to communicate, while developing their academic writing and presentation skills.