Students' Motivation "for" Content and Language Integrated Learning and the Role of Programme Intensity

Autor/inn/en	Somers, Thomas; Llinares, Ana
Titel	Students' Motivation "for" Content and Language Integrated Learning and the Role of Programme Intensity
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 6, S.839-854 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Somers, Thomas) ORCID (Llinares, Ana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1517722
Schlagwörter	Student Motivation; Secondary School Students; Grade 7; Preadolescents; Public Schools; Bilingual Education; Content and Language Integrated Learning; Immersion Programs; English (Second Language); Spanish; Track System (Education); Linguistic Input; Language Proficiency; Academic Achievement; Classroom Communication; Anxiety; Correlation; Difficulty Level; Foreign Countries; Spain (Madrid) + Suchen Sie Ihr Suchwort? Schulische Motivation; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; Pre-adolescence; Präadoleszenz; Public school; Öffentliche Schule; Bilingual teaching; Bilingualer Unterricht; CLIL; Lernkonzept; Immersionsprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Leistungsgruppe; Leistungsdifferenzierung; Sprachbildung; Language skill; Language skills; Sprachkompetenz; Schulleistung; Klassengespräch; Angst; Korrelation; Schwierigkeitsgrad; Ausland
Abstract	The study of motivation in Content and Language Integrated Learning (CLIL) contexts has hitherto one-sidedly been concerned with motivation to learn the foreign language, without regard for CLIL's eponymous focus on the inextricable connection between language and content. To fill this gap, this article focusses on CLIL learners' motivation not only towards the foreign language, but towards both content and language learning as an integrated construct, termed 'CLIL motivation'. To this end, 157 secondary education students enrolled in two bilingual tracks of differing intensity (High- versus Low-intensity) were compared in terms of their CLIL motivation. The results show that participation in either the High- or Low-intensity track has a significant effect on both enjoyment of CLIL and the perception of its usefulness for future purposes. These differences are further discussed in terms of students' foreign language proficiency and academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01