Students' and Families' Attitudes and Motivations to Language Learning and CLIL: A Longitudinal Study

Autor/inn/en	San Isidro, Xabier; Lasagabaster, David
Titel	Students' and Families' Attitudes and Motivations to Language Learning and CLIL: A Longitudinal Study
Quelle	In: Language Learning Journal, 50 (2022) 1, S.119-134 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (San Isidro, Xabier) ORCID (Lasagabaster, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2020.1724185
Schlagwörter	Content and Language Integrated Learning; Longitudinal Studies; Language Attitudes; Learning Motivation; Student Attitudes; Positive Attitudes; Multilingualism; Rural Schools; High School Students; Parent Attitudes; Foreign Countries; Second Language Learning; Second Language Instruction; Spanish; Romance Languages; English (Second Language); Geographic Regions; Measures (Individuals); Spain + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachverhalten; Motivation for studies; Lernmotivation; Schülerverhalten; Mehrsprachigkeit; Multilingualismus; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Elternverhalten; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Romanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Messdaten; Spanien
Abstract	Over the past few years, research has shown that stakeholders involved in CLIL develop positive views and attitudes alongside with higher motivation towards the foreign language (Czura, A., K. Papaja, and M. Urbaniak. 2009. Bilingual education and the emergence of CLIL in Poland. In "CLIL Practice: Perspectives from the Field," ed. D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M.J. Frigols-Martín, S. Hughes, and G. Langé, 172-178. Finland: University of Jyväskylä; Doiz, A., D. Lasagabaster, and J. M Sierra. 2014. CLIL and motivation: the effect of individual and contextual variables. "Language Learning Journal" 42, no. 2: 209-224; Pladevall-Ballester, E. 2015. Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations. "International Journal of Bilingual Education and Bilingualism" 18, no. 1: 45-59). Although there is plenty of literature dealing with teachers' perceptions, there does, however, seem to be a need for research (1) addressing families' and students' attitudes and motivations, and (2) stretching over time. Of the few existing longitudinal studies, the one conducted by Lasagabaster and Doiz's (2017. A longitudinal study on the impact of CLIL on affective factors. "Applied Linguistics" 38: 688-712) suggested that motivation towards the foreign language might not be sustained in the long term. This article encompasses a two-year longitudinal quantitative study on two groups of students (n = 20 and n = 24) and their families (n = 20 and n = 24). It deals with stakeholders' attitudes and motivations towards language learning within a multilingual CLIL environment, a medium-sized rural high school in Galicia (Northern Spain). The findings reported show that both CLIL and non-CLIL students as well as their parents developed long-term positive attitudes and motivation towards language learning, although CLIL students and their parents improved their attitudes to a greater extent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01