The pragmatics of L2 in CLIL

Maillat, Didier

doi:10.1075/aals.7.03mai

Cited by 24 publications

(7 citation statements)

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“…The results obtained in the analysis based on students' L1 should be of interest to CLIL programs in general. CLIL may be seen as a safe arena in which all participants have one aspect in common -the language of instruction and communication that is not the L1 of either of the groups involved (cf., Maillat, 2010). From an immigration/integration policy point of view, CLIL may thus be a way of promoting the integration between young majority L1 speakers and speakers of other L1s.…”

Section: Discussionmentioning

confidence: 99%

Language learning motivation and CLIL

Sylvén

Thompson

2015

JICB

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Language learning is multifaceted, and within Second Language Acquisition (SLA) research, motivation is one of the most frequently studied aspects. The impetus of the current study is to further explore second language learning motivation as well as its impact on the language acquisition process within the context of Content and Language Integrated Learning (CLIL). This study uses Dörnyei’s (2009) framework of the L2 Motivational Self System from which the Motivational Factors Questionnaire (MFQ) has been created and validated by Ryan (2009). This study was conducted at the high school level in Sweden and includes students enrolled in CLIL programs (N = 109) and non-CLIL programs (N = 68) at three different schools. In this paper, the subcategories of the MFQ are analyzed using one-way ANOVAs with CLIL/non-CLIL, L1, and gender as the independent variables. The results indicate that there are differences in attitudes and motivation of CLIL vs. non-CLIL students.

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Section: Discussionmentioning

confidence: 99%

Language learning motivation and CLIL

Sylvén

Thompson

2015

JICB

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“…CLIL is even characterized as "a relatively anxiety-free environment" by Muñoz (2002, p. 36). According to Thompson and Sylvén (2015), the theoretical underpinning for lower anxiety in CLIL lies in the focus on communicating content rather than on language form, which is what Maillat (2010) calls "the mask effect. "…”

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

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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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“…In fact, ICT in CLIL "are used to promote understanding of concepts conveyed through a foreign language, to boost the construction of knowledge, and to provide opportunities to develop online collaborative work and student-centered activities" (Nieto, 2018, p. 82). Touching upon interaction, they know that the CLIL classroom should serve as a context for "meaningful language use and situated language learning" (Nikula, 2016, p. 1), which favours language acquisition (Maillat, 2010). As for the learner autonomous work, participants notice the lack of learning materials in the sequences that "promote [...] learner autonomy" (Mehisto, 2012, p. 16).…”

Section: Discussionmentioning

confidence: 99%

Analysis of CLIL teaching sequences for Primary Education

Chichón¹,

Caballero²

2022

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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This work deals with a meta-evaluation of the Content and Language Integrated Learning (CLIL) teaching sequences (N=46) for Primary education provided by the Andalusian Consejería de Educación, Spain, in German and English. The objective is to present an analysis of the sequences concerning the integration of CLIL methodological principles throughout the theory-based reviews by pre-service teachers (n=42) who attended (2020-21) the subject AICLE I: Fundamentos y Propuestas Curriculares para el Aula de Primaria in German or in English of the Bachelor’s Degree in Primary Education at the University of Cádiz. This is a mixed-methods research with an exploratory sequential design, in which the CIPMA questionnaire (Custodio and García Ramos, 2020) was adapted to evaluate the sequences. Also, a focus group was carried out along with a significant representation of informants. The results reveal that, although the average evaluations of the sequences vary according to the foreign language (German: 1.78; English: 3.72), the order of scoring of the questionnaire dimensions is almost identical: Elementos Fundamentales de AICLE or Metodología; Recursos; and Evaluación. Nonetheless, the sequences do not integrate some CLIL methodological principles: resources (teaching materials related to real-life situations; the use of ICT to promote interaction and self-learning; etc.) and assessment (simplification or reduction of the content; summative and formative evaluation strategies; etc.). The difficulty of some activities is noteworthy as well as the inadequate treatment of the target languages, mainly German, regarding primary school students’ linguistic skills.

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The pragmatics of L2 in CLIL

Cited by 24 publications

References 0 publications

Language learning motivation and CLIL

Language learning motivation and CLIL

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

Analysis of CLIL teaching sequences for Primary Education

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