Learners’ perceptions of their experiences of learning subject content through a foreign language

Hunt, Marilyn J.

doi:10.1080/00131911.2011.571765

Cited by 36 publications

(19 citation statements)

References 5 publications

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“…Nevertheless, it identifies a number of factors impacting anxiety in CLIL, such as age (inconsistent tendencies) and voluntary selection in CLIL (more favorable profiles in terms of anxiety). Regarding enjoyment, while it has hardly been studied in CLIL, Hunt's (2011) results suggest a positive influence of the pedagogy and the engagement dispensed by teachers in CLIL. Furthermore, this overview illustrates the tendency of the existing literature to focus on CLIL in English in secondary education and to neglect CLIL in other languages (except for CLIL in Englishspeaking areas such as Canada and England) and/or at other instruction levels, particularly in primary education.…”

Section: Content and Language Integrated Learning (Clil)mentioning

confidence: 91%

“…Regarding positive emotions in CLIL, an exploratory case study conducted by Hunt (2011) in England showed that pupils in secondary education are positive about CLIL (in French, Spanish or German) and enjoy the lessons, which they experience as being fun, refreshing and challenging. According to the author, the positive reactions of the pupils might be linked to teachers' efforts to make lessons accessible and the greater care taken in CLIL to help pupils overcome the hurdles.…”

Section: Content and Language Integrated Learning (Clil)mentioning

confidence: 99%

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Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?

Smet

Mettewie

Galand

et al. 2018

SSLLT

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This study investigates pupils' anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the "other" community, in this case Dutch.Audrey De Smet, Laurence Mettewie, Benoit Galand, Philippe Hiligsmann, Luk Van Mensel 48 Data were collected from 896 pupils in French-speaking Belgium through a selfreport questionnaire measuring pupils' anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.

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Section: Content and Language Integrated Learning (Clil)mentioning

confidence: 91%

Section: Content and Language Integrated Learning (Clil)mentioning

confidence: 99%

Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?

Smet

Mettewie

Galand

et al. 2018

SSLLT

View full text Add to dashboard Cite

show abstract

“…MariaWell.. perhaps I would see it that going through things in English sort of taught us much more than if they had been covered in Finnish.. because at least I had to work to learn them so maybe then they stuck in your head better. HannaMaria's and Hanna's views echo Coyle (2013) and Hunt (2011), who found that secondary pupils considered that CLIL lessons called for greater concentration which, in turn, led to better learning. Interestingly, even though a few participants in the present study considered that CLIL meant an extra workload, they still reported enjoying it and considered it motivating.…”

Section: Perceptions Of the Effect Of Clilmentioning

confidence: 93%

“…The more critical pupils felt that CLIL lessons included too much teacher talk, translation and writing, or that the topic was already familiar to them. Hunt (2011) found that 7 per cent of pupils did not enjoy CLIL and 12 per cent did not want to continue CLIL in the future.…”

Section: Pupils' Perceptionsmentioning

confidence: 97%

Investigating former pupils’ experiences and perceptions of CLIL in Finland: a retrospective analysis

Roiha

2019

Nordic Journal of Studies in Educational Policy

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The educational approach known as Content and Language Integrated Learning (CLIL), in which content is taught partly through a foreign language, has gained great popularity in Europe in the past few decades. In Finland, CLIL has been in use since 1991 and, despite some fluctuations in its popularity, has gained a relatively stable place in the Finnish education system. CLIL has been extensively studied, but previous CLIL research has mostly focused on pupils currently enrolled in CLIL. This study takes a novel perspective by investigating CLIL retrospectively, through the eyes of former pupils. The data used are in-depth interviews with 24 former pupils who attended a CLIL class in Finland in the 1990s. The interviews were analyzed using qualitative content analysis. The findings reveal that the participants had overwhelmingly positive memories of their CLIL programme. They felt strongly that CLIL had positively affected their English language proficiency, particularly their vocabulary and speaking skills. Most believed that CLIL had not adversely affected their content learning. Despite the overall satisfaction, a few participants suggested ways to develop CLIL, which are also discussed. The results of this case study broaden our understanding of CLIL and have implications for language education policy.

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“…Some argue that it is the diversification of teaching and learning methods in CLIL classrooms that is motivating and stimulating for learners, for example through increased ownership and autonomy (Gajo and Serra 2002;Nikula 2007;Marsh 2008;Baetens Beardsmore 2009;Banegas 2012), as well as interaction, communication and active engagement (Ting 2010;Hüttner, Dalton-Puffer, and Smit 2013). Indeed, experimental studies such as those conducted by Gajo and Serra (2002) and Hunt (2011) have identified benefits to learners school-wide, where teachers adopted elements of CLIL pedagogies in both bilingual and non-bilingual lessons.…”

Section: Clil and (Language) Motivationmentioning

confidence: 99%

Motivationfororfrombilingual education? A comparative study of learner views in the Netherlands

Mearns

Graaff

Coyle

2017

International Journal of Bilingual Education and Bilingualism

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Learners’ perceptions of their experiences of learning subject content through a foreign language

Cited by 36 publications

References 5 publications

Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?

Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?

Investigating former pupils’ experiences and perceptions of CLIL in Finland: a retrospective analysis

Motivationfororfrombilingual education? A comparative study of learner views in the Netherlands

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