Are CLIL Students More Motivated? An Analysis of Affective Factors and their Relation to Language Attainment

Pablo, Macarena Navarro

doi:10.30827/digibug.54023

Cited by 29 publications

(18 citation statements)

References 11 publications

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“…It is undeniable that Content and Language Integrated Learning (CLIL) is thriving as it is embraced by schools and educational systems around the world in a concerted effort to create opportunities for synthesis and holistic learning. This claim rests on recent publications attesting to CLIL's impressive growth in large parts of Europe (Coral, Lleixà, & Ventura, 2018;Mahan, Brevik, & Ødegaard, 2018;Navarro-Pablo & García-Jiménez, 2018;Martínez-Agudo, 2019;Merino & Lasagabaster, 2018;Pérez-Cañado, 2018a, 2018bSan Isidro, 2018) and steady increase in Latin America (Argudo, Abad, Fajardo-Dack, & Cabrera, 2018;Banegas, 2018;Garzón-Díaz, 2018;Keogh, 2017;McDougald, 2015;Pimentel-Siqueira, Landau, & Alburquerque-Paraná, 2018).…”

Section: Introductionmentioning

confidence: 86%

Teacher Professional Development in Language-Driven CLIL: A Case Study

Banegas

2020

laclil

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The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: 1) What beliefs does a teacher have of language-driven CLIL? and 2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher’s practice. Findings also reveal that CLIL success depends on learners’ English language proficiency. Drawing on its teacher’s beliefs of CLIL, the course had an impact on the teacher’s identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor.

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Section: Introductionmentioning

confidence: 86%

Teacher Professional Development in Language-Driven CLIL: A Case Study

Banegas

2020

laclil

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“…One can conclude from the findings by Navarro and García Jiménez (2018) that CLIL students are more motivated to learn English than non-CLIL students and that motivation plays a more important role in CLIL programmes than in non-CLIL ones (Lasagabaster & Doiz, 2017;Arribas, 2016).…”

Section: Studies On Student Motivation In Clil Contextsmentioning

confidence: 93%

“…Numerous studies have discussed the most relevant sources of motivation for secondary school students in English class (Madrid, 1996;Manzaneda andMadrid, 1997, Madrid &Pérez Cañado, 2001;Doiz, Lasagabaster and Sierra, 2014;Navarro & García Jiménez, 2018). Madrid (1999, p. 56) emphasizes that overall motivation among secondary school students in English class is quite high (m=4.1, on a scale of 1 to 5 points).…”

Section: Studies On Motivation In Efl Contextsmentioning

confidence: 99%

“…The choice of a certain action in a series of possibilities is one indicator of motivation, and consistency in the performance of certain activities is another example of conduct that reflects the degree of motivation. Even changes in academic performance have often been attributed to differing degrees of motivation and to their influence on the degree of persistence, effort and dedication put forth by students in educational settings (Lasagabaster, 2011;Coyle, 2014;Navarro and García Jiménez, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Motivational potential of bilingual and non-bilingual programmes in secondary and tertiary education

Fernández

2021

PortaLin

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The aim of this research is to examine the overall degree of motivation among secondary school students and university students earning a bachelor’s degree in primary education in bilingual and non-bilingual programmes, and the motivational potential of ten dimensions, broken down into 60 variables, which interact in these programmes. To this end, a sample of 485 secondary school students (310 in bilingual programmes and 175 in non-bilingual programmes) and 332 bachelor’s degree students in primary education (160 in the bilingual degree programme and 172 in the non-bilingual programme) participated in the study. The findings indicate that secondary school students in non-bilingual programmes are overall more highly motivated than those in bilingual programmes, assigning a higher score than bilinguals to 21 out the 60 variables examined. While there are no significant differences in terms of overall motivation between the two groups compared in teaching degree programmes, EMI (English as a Medium of Instruction) students assigned a higher motivational value than non-EMI students to 32 variables. Finally, the study presents the resulting motivational potential of the 60 variables included in the ten dimensions analysed.

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“…-partial immersion -occupies an intermediate position and is used when some modules of the programme in the specialty are studied in a foreign language [6].…”

Section: Introductionmentioning

confidence: 99%

Content and Language Integrated Learning Within the “Listening Comprehension and Note-Taking” Course and Its Influence on Learners Motivation

Sadova¹,

Rudychyk²

2021

Trends of Philological Education Development in the Context of European Integration

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The article analyzes and explains the influence of content and language integrated leaning (CLIL) on students motivation within the course “Listening comprehension and note-taking”. Basic CLIL features and core principles are analyzed. Special attention is drawn to David Marsh, Sylvén, Coyle whose works are devoted to CLIL and its foundation and implementation. Moreover, the comparison of content and language integrated learning with integrated education is made. Chronological stages of CLIL formation are highlighted. The authors show three models of CLIL implementation. They are hard (subject-led), soft (Language-led) and partial immersion (both the subject and language are equally important). Due to the features of language specialties soft CLIL model (language-led) is considered to be the most appropriate model within the course “Listening comprehension and note-taking”. Besides the content and language integrated learning approach, learners’ motivation and encouragement into the educational process are analyzed. In the conducted research the significant role of positive motivation is studied. Such features as authentic material, variety of assessment, task gradation (from simple to more complex and vice versa), the studied material are comsidered in the article. In addition, there is a comparison of L1 (native language) and L2 (foreign language) and how their use affect encouragement into educational process. It should be taken into account that the negotiation between L1 and L2 is different depending on content and language integrated learning or integrated education. As a practical part an introduction to a lesson (within the course “Listening comprehension and note-taking”) is taken. The lesson is based on the topic which has strong cross subject connections with Practical Phonetics. So, as students need to use their background knowledge and are supposed to develop not only communicative skills, the soft CLIL model is applied. Thus, the authors propose the introduction based on key principles of soft (language-led) content and language integrated learning. The final part of the article presents the results of the conducted research and future stages and strategies which may be conducted based on the conclusion. Moreover, it can be inferred that the use of content and language integrated learning has a positive impact on learners motivation and provides the formation of more sustainable skills.

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Are CLIL Students More Motivated? An Analysis of Affective Factors and their Relation to Language Attainment

Cited by 29 publications

References 11 publications

Teacher Professional Development in Language-Driven CLIL: A Case Study

Teacher Professional Development in Language-Driven CLIL: A Case Study

Motivational potential of bilingual and non-bilingual programmes in secondary and tertiary education

Content and Language Integrated Learning Within the “Listening Comprehension and Note-Taking” Course and Its Influence on Learners Motivation

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