Students’ motivation <i>for</i> content and language integrated learning and the role of programme intensity

Somers, Thomas; Llinares, Ana

doi:10.1080/13670050.2018.1517722

Cited by 42 publications

(38 citation statements)

References 27 publications

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“…Hal ini sesuai dengan hasil penelitian Hunt, Somer dan kawan-kawan bahwa pembelajaran konten melalui bahasa asing sekaligus mempelajari bahasa tersebut melalui konten seperti hal ini sangat menyenangkan bagi pelajar. Pelajar merasa memiliki kemajuan dan menyadari adanya manfaat praktis bagi kehidupan dan karir masa depan mereka (Hunt, 2011;Somers & Llinares, 2018).…”

Section: Pendahuluanunclassified

Pemerolehan Ungkapan-Ungkapan Bahasa Arab Bagi Santriwati Baru di Pondok Pesantren Putri

Nafisah¹,

Jasmani²,

Hamidah³

2021

taqdir

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In a female Islamic boarding school in South Kalimantan, Arabic and English are applied in daily communication, both in formal and informal settings. Seeing the efforts of both the Islamic boarding school and the students themselves in mastering Arabic including its expressions, this qualitative descriptive study was carried out with the aim of describing how the students' Arabic expressions were obtained and also the types of expressions, because each Islamic boarding school and even each individual and group had individual efforts to improve Arabic language skills. Data were collected through interviews, observation and documentation from 15 new santriwati and a number of other informants who were then checked for data validity through data triangulation and analyzed at the stages of data collection, data reduction, data presentation and conclusion drawing. The results showed that the acquisition of Arabic expressions is obtained through listening to Arabic conversations both in formal and informal environments as well as through learning, both learning that has been determined by the Islamic boarding school such as memorizing the expressions on the media card, studying individually or studying in groups. The types of Arabic expressions obtained in the Islamic boarding school for girls are through listening and learning in the form of teachings, appeals and prohibitions. The implication of this research is that foreign language speaking skills will be easily mastered with a spirit of learning, learning strategies and the use of learning media.

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Section: Pendahuluanunclassified

Pemerolehan Ungkapan-Ungkapan Bahasa Arab Bagi Santriwati Baru di Pondok Pesantren Putri

Nafisah¹,

Jasmani²,

Hamidah³

2021

taqdir

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“…The quotation cited in the Results section, in which a boy expresses strong negative feelings regarding "English lessons" but enjoyment of "lessons in English," could be an indication of this trend. Somers and Llinares (2018) distinguish between L2 motivation and "CLIL motivation" (p. 1), whereby the latter refers to learners' motivation specifically for learning language and content in an integrated way. The current results seem to indicate that CLIL motivation and even L2 motivation may exist among boys, where motivation for formal English lessons may not.…”

Section: Gender Difference Not Gender Gapmentioning

confidence: 99%

“…Likewise, as motivation to learn a new language (henceforth L2 motivation) is increasingly recognised as a complex and context-bound phenomenon (Dörnyei & Ushioda, 2011), it follows that L2 motivation in a bilingual education context will be equally complex. Somers and Llinares (2018) remark that repeated claims that CLIL is a motivating approach have little scientific basis. Furthermore, as argued by Mearns (2015) and Mearns et al (2017), the inherent differences between the learners who opt in or out of bilingual secondary education in the Netherlands suggest that direct comparisons between the two groups of learners may be of little value in determining the impact of the approach on their motivation.…”

Section: Introductionmentioning

confidence: 99%

Sketching a motivational landscape

Mearns

Jong

2021

JICB

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Studies of motivation in bilingual education settings often address questions of differences between learners in bilingual programmes and those in mainstream education. Problematic in this respect is our increasing awareness of the inherent differences between these two learner groups, as learners in bilingual programmes have often chosen or been selected for a bilingual route (Mearns et al., 2017). The study presented here therefore does not seek to compare learners in bilingual and non-bilingual programmes, but rather to explore the nature of language learning motivation within the context of bilingual secondary education (BSE) in the Netherlands. Using a purpose-designed tool reflecting the L2 Motivational Self System (Dörnyei, 2009), this study investigated trends in motivation across genders, academic tracks and year-groups of nearly 2000 learners. Findings suggest that, although these learners all have bilingual education in common, differences between the motivations of these groups should not be overlooked.

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“…While several studies have explored students' beliefs, perceptions, and attitudes regarding CLIL, usually reporting a positive relationship between CLIL and learner attitudes (Coyle, 2013;Pavón Vázquez, 2018;Somers & Llinares, 2018) as well as general student satisfaction (Hüttner et al, 2013;Oxbrow, 2018), there seem to be hardly any studies that actively involved learners when creating researchbased CLIL materials (as in e.g., Banegas, 2013;Gupta, 2020). Yet, previous research suggests that learners indeed can effectively contribute to improving the quality of their education while also elucidating our understanding of their learning processes (Cook-Sather, 2006;Coyle, 2013;Flutter & Rudduck, 2004).…”

Section: Student Voices In Clilmentioning

confidence: 99%

Involving Students in Educational Design: How Student Voices Contribute to Shaping Transdisciplinary CLIL History Materials

Bauer-Marschallinger¹

2020

JPLL

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Although many studies have investigated students’ perspectives towards Content and Language Integrated Learning (CLIL), few studies have actively involved learners when creating research-based materials. The scarcity of such studies also stems from the limited number of research projects that operationalize scientific insights for classroom implementation in the first place. This paper is connected to such a study, set within a design-based research (DBR) framework. Apart from investigating theoretical underpinnings of content and language integration, this ongoing PhD study also involves the development of research-based transdisciplinary content-and-language-integrative teaching materials over several cycles. Amongst other forms of data collection, focus group interviews with students before and after each intervention formed a central element of the design process. This work-in-progress article is concerned with the students’ role in shaping content-and-language-integrative materials, shedding light on their concerns and needs at various stages in the design process. Initial results suggest that the learners’ voices were crucial in the development of these materials. Moreover, in line with the overall thrust of DBR, it appears that a one-time intervention does not suffice even when considering the students’ beliefs and needs. Instead, several cycles of development are needed to create an approach that works for the learners.

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Students’ motivation for content and language integrated learning and the role of programme intensity

Cited by 42 publications

References 27 publications

Pemerolehan Ungkapan-Ungkapan Bahasa Arab Bagi Santriwati Baru di Pondok Pesantren Putri

Pemerolehan Ungkapan-Ungkapan Bahasa Arab Bagi Santriwati Baru di Pondok Pesantren Putri

Sketching a motivational landscape

Involving Students in Educational Design: How Student Voices Contribute to Shaping Transdisciplinary CLIL History Materials

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