'Speaking French Alive': Learner Perspectives on Their Motivation in Content and Language Integrated Learning in England

Autor/in	Bower, Kim
Titel	'Speaking French Alive': Learner Perspectives on Their Motivation in Content and Language Integrated Learning in England
Quelle	In: Innovation in Language Learning and Teaching, 13 (2019) 1, S.45-60 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2017.1314483
Schlagwörter	Student Attitudes; French; Second Language Learning; Second Language Instruction; Learning Motivation; Teaching Methods; Language of Instruction; Immersion Programs; Course Content; Foreign Countries; Secondary School Students; Grouping (Instructional Purposes); Geography Instruction; Specialists; Cooperation; Language Proficiency; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schülerverhalten; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Immersionsprogramm; Kursprogramm; Ausland; Sekundarschüler; Grouping; Gruppenbildung; Geography education; Geography lessons; Geografieunterricht; Co-operation; Kooperation; Language skill; Language skills; Sprachkompetenz
Abstract	This article reports part of an empirical research study undertaken in state secondary schools in England in 2012/2013, to investigate the extent to which Content and Integrated Learning (CLIL) promotes pupil motivation in the teaching of modern foreign languages (MFLs). Pupil perspectives of the impact of CLIL on their motivation are presented from two schools where different models of CLIL are practised. Firstly, a Partial Immersion Model of more than two subjects, for one Year 8 (Y8) mixed ability group, was taught for over six hours a week by a language teacher. Secondly, a curriculum Subject Strand Model was taught for one lesson per week by a geography specialist in Year 7 (Y7) and Y8 ability sets. Data are presented from student questionnaires and focus groups. This article offers a unique contribution to the field by its focus on pupil motivation linked to contrasting CLIL contexts in England. The findings reveal positive perceptions of CLIL methodology and high levels of concentration, effort, enjoyment and progress, especially in the Partial Immersion Model, where the depth of relationship and cooperation and the enhanced levels of linguistic competence both lead to greater pupil engagement and motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01