Differences between CLIL and Non-CLIL Students: Motivation, Autonomy and Identity

Autor/inn/en	Buckingham, Lyndsay R.; Fernández Álvarez, Miguel; Halbach, Ana
Titel	Differences between CLIL and Non-CLIL Students: Motivation, Autonomy and Identity
Quelle	In: Journal of Multilingual and Multicultural Development, 44 (2023) 7, S.626-640 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buckingham, Lyndsay R.) ORCID (Fernández Álvarez, Miguel) ORCID (Halbach, Ana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2022.2102641
Schlagwörter	Content and Language Integrated Learning; Bilingual Education; Second Language Learning; Second Language Instruction; Secondary School Students; English (Second Language); Foreign Countries; Language Usage; Learning Motivation; Personal Autonomy; Language Proficiency; Socioeconomic Status; Social Differences; Student Attitudes; Comparative Analysis; Bilingual Schools; Institutional Characteristics; Spain (Madrid) + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Bilingual teaching; Bilingualer Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sprachgebrauch; Motivation for studies; Lernmotivation; Individuelle Autonomie; Language skill; Language skills; Sprachkompetenz; Socio-economic status; Sozioökonomischer Status; Sozialer Unterschied; Schülerverhalten; Bilingual scholl; Bilinguale Schule
Abstract	This article aims to contribute to the explanation of why bilingual education (CLIL) may reduce the differences in motivation and English proficiency commonly seen between students from different SES backgrounds (Shepherd and Ainsworth 2017). From a mixed-methods approach involving a questionnaire and focus group interviews, fourth year Secondary Education students in the Community of Madrid (Spain) were asked about their views on education, teachers, classroom practices, and their use of English outside the classroom. Results reveal significant differences in the way that students from bilingual schools and those from non-bilingual schools see their schooling experience (what they value in teachers and schools) as well as how often they speak English outside of school. This may be explained by the nature of students' motivation in each case, which may, in turn, be influenced by the schools' characteristics. Further research is needed as to whether bilingual schools are inherently more autonomy-supportive learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01