A Longitudinal Study on the Impact of CLIL on Affective Factors

Autor/inn/en	Lasagabaster, David; Doiz, Aintzane
Titel	A Longitudinal Study on the Impact of CLIL on Affective Factors
Quelle	In: Applied Linguistics, 38 (2017) 5, S.688-712 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amv059
Schlagwörter	Longitudinal Studies; Course Content; Language of Instruction; Second Language Learning; Second Language Instruction; Teaching Methods; Learning Motivation; Secondary School Students; Trend Analysis; Student Attitudes; Affective Behavior; Integrated Learning Systems; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kursprogramm; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Sekundarschüler; Trendanalyse; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Europa
Abstract	Content and Language Integrated Learning (CLIL) programmes are burgeoning in European school contexts due to the widespread belief that they help to significantly improve foreign language learning while content learning is not negatively affected. However, some of its purported benefits still need to be empirically confirmed. Thus, while this approach is widely believed to positively influence students' affective stance, research studies are scant, and hardly any are longitudinal in nature. In an attempt to fill this gap, the present longitudinal study aims to analyse the impact of CLIL on different affective components. The participants are 304 secondary education students who were enrolled in CLIL and non-CLIL programmes. Contrary to expectations and the reviewed literature, the downward motivational trend observed in non-CLIL students in previous studies was not found. The results also indicate that CLIL does not help to sustain students' motivation over time, but motivation to learn the subject matter is maintained in CLIL classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01