Does CLIL Shape Language Attitudes and Motivation? Interactions with Target Languages and Instruction Levels

Autor/inn/en	De Smet, Audrey; Mettewie, Laurence; Hiligsmann, Philippe; Galand, Benoît; Van Mensel, Luk
Titel	Does CLIL Shape Language Attitudes and Motivation? Interactions with Target Languages and Instruction Levels
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 5, S.534-553 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Galand, Benoît) ORCID (Van Mensel, Luk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1671308
Schlagwörter	Content and Language Integrated Learning; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Language Attitudes; Learning Motivation; Student Attitudes; Elementary School Students; Secondary School Students; Comparative Analysis; Indo European Languages; Profiles; French; Native Language; Language Role; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Motivation for studies; Lernmotivation; Schülerverhalten; Sekundarschüler; Indoeuropäisch; Charakterisierung; Profilanalyse; Französisch; Ausland; Belgien
Abstract	Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation. Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in the literature by investigating language attitudes and motivation in CLIL on a large scale across two target languages (English and Dutch) and two instruction levels (primary and secondary). Questionnaire data were collected from 896 pupils in French-speaking Belgium measuring their language attitudes in terms of perceived easiness and attractiveness of the target language and their motivation in terms of expectancy for success, task value and cost. Results of the MANCOVAs show pupils report more positive attitudes and higher motivation in CLIL compared to non-CLIL and in English compared to Dutch. However, these differences mainly appear at secondary level, suggesting more favorable profiles develop after the fifth grade, which is the onset of formal foreign language instruction for non-CLIL pupils. Moreover, the effect sizes indicate that the target language (English vs. Dutch) plays a more crucial role than CLIL vs. non-CLIL regarding language attitudes and motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01