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Giving voice to the students

What (de)motivates them in CLIL classes?

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As a result of the widespread implementation of the CLIL approach in the educational system across European countries, research on its effects has become a much debated topic. Yet there is a dearth of studies on the role of motivation in CLIL. Many studies on motivation have focused on why students are (de)motivated to learn. We will paid heed to what makes them feel (de)motivated. In our study students express their opinions about what they like most and least in their CLIL classes, and the advantages and disadvantages they associate with this curricular proposal. The analysis of 221 participants’ answers allows us to end up with a set of recommendations which may help CLIL teachers to boost their students’ motivation.

  • Affiliations: 1: University of the Basque Country

References

  1. Breidbach, S. , & Viebrock, B
    (2012) CLIL in Germany: Results from recent research in a contested field of education. International CLIL Research Journal, 1, 1–16.
     [Google Scholar]
  2. Chambers, G.N
    (1999) Motivating language learners. Clevedon: Multilingual Matters.
     [Google Scholar]
  3. Coyle, D
    (2007) Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10, 543–562.
     [Google Scholar]
  4. Coyle, D. , Hood, P. , & Marsh, D
    (2010) CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
     [Google Scholar]
  5. Csizér, K. , & Kormos, J
    (2009) Learning experiences, selves, and motivated learning behavior: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.98–119). Bristol: Multilingual Matters.
     [Google Scholar]
  6. Csizér, K. , & Lukács, G
    (2010) The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System, 38, 1–13. doi: 10.1016/j.system.2009.12.001
     https://doi.org/10.1016/j.system.2009.12.001 [Google Scholar]
  7. Dalton-Puffer, C
    (2011) Content-and-language integrated learning: From practice to principles?Annual Review of Applied Linguistics, 31, 182–204. doi: 10.1017/S0267190511000092
     https://doi.org/10.1017/S0267190511000092 [Google Scholar]
  8. Doiz, A. , Lasagabaster, D. , & Sierra, J.M
    . (2014). CLIL and motivation: The effect of individual and contextual variables. Language Learning Journal, 42(2), 209–224. doi: 10.1080/09571736.2014.889508
     https://doi.org/10.1080/09571736.2014.889508 [Google Scholar]
  9. Dörnyei, Z
    (2001) Motivational strategies in the language classroom.Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511667343
     https://doi.org/10.1017/CBO9780511667343 [Google Scholar]
  10. (2010) Researching motivation: from integrativeness to the Ideal L2 self. In 
S. Hunston , & D. Oakey (Eds.), Introducing applied linguistics: Concepts and skills 
(pp.74–83). London: Routledge.
     [Google Scholar]
  11. Dörnyei, Z. , & Ushioda, E
    (Eds.) (2009) Motivation, language identity and the L2 self. Bristol: Multilingual Matters.
     [Google Scholar]
  12. Eurydice. (
    2006) Content and Language Integrated Learning (CLIL) at school in Europe. 
Brussels: The Eurydice European Unit.
     [Google Scholar]
  13. Garrett, P. , & Gallego, L
    (2011) Perceptual shapes of international universities and implications for minority languages: views from university students in Catalonia and Wales. Paper presented atthe Symposium on Multilingual and International Universities: Policies and Practices. 11–12 November 2011, University of Lleida, Spain.
     [Google Scholar]
  14. Graddol, D
    (2006) English next. London: British Council.
     [Google Scholar]
  15. Henry, A
    (2012) L3 motivation. PhD thesis. Göteborg, Sweden: University of Gothenburgh.
     [Google Scholar]
  16. Kern, R.G
    (1995) Students’and teachers’ beliefs about language learning. Foreign Language Annals, 28, 71–92. doi: 10.1111/j.1944‑9720.1995.tb00770.x
     https://doi.org/10.1111/j.1944-9720.1995.tb00770.x [Google Scholar]
  17. Kim, T.-Y
    (2006) Interview method development for qualitative study of ESL motivation. Foreign Language Education, 13, 231–256.
     [Google Scholar]
  18. Lasagabaster, D
    (2008) Foreign language competence in content and language integrated learning courses. The Open Applied Linguistic Journal, 1, 30–41. doi: 10.2174/1874913500801010030
     https://doi.org/10.2174/1874913500801010030 [Google Scholar]
  19. (2011) English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5(1), 3–18. doi: 10.1080/17501229.2010.519030
     https://doi.org/10.1080/17501229.2010.519030 [Google Scholar]
  20. Lorenzo, F. , Casal, S. , & Moore P
    (2010) The effects of content and language integrated learning in European Education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics, 31, 418–442. doi: 10.1093/applin/amp041
     https://doi.org/10.1093/applin/amp041 [Google Scholar]
  21. Murray, G. , Gao, X. , & Lamb, T
    (Eds.) (2011) Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters.
     [Google Scholar]
  22. Nikolov, M
    (2001) A study of unsuccessful language learners. In Z. Dörnyei , & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp.147–172). Honolulu, HI: University of Hawaii Press.
     [Google Scholar]
  23. Ruiz de Zarobe, Y. , Sierra, J.M. , & Gallardo del Puerto, F
    (Eds.) (2011) Content and foreign language integrated learning: Contributions to multilingualism in European contexts. Bern: Peter Lang.
     [Google Scholar]
  24. Seikkula-Leino, J
    (2007) CLIL learning: Achievement levels and affective factors. Culture and Education, 21, 328–341.
     [Google Scholar]
  25. Tedick. D.J. , & Cammarata, L
    (2012) Content and language integration in K-12 contexts: Student outcomes, teacher practices, and stakeholder perspectives. Foreign Language Annals, 45, 28–53. doi: 10.1111/j.1944‑9720.2012.01178.x
     https://doi.org/10.1111/j.1944-9720.2012.01178.x [Google Scholar]
  26. Ushioda, E
    (2011) Motivating learners to speak as themselves. In G. Murray , X. Gao , & 
 T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp.11–24). 
Bristol: Multilingual Matters.
     [Google Scholar]
  27. Williams, M. , Burden, R. , & Lanvers, U
    (2002) ‘French is the language of love and stuff’: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28, 503–528. doi: 10.1080/0141192022000005805
     https://doi.org/10.1080/0141192022000005805 [Google Scholar]

References

  1. Breidbach, S. , & Viebrock, B
    (2012) CLIL in Germany: Results from recent research in a contested field of education. International CLIL Research Journal, 1, 1–16.
     [Google Scholar]
  2. Chambers, G.N
    (1999) Motivating language learners. Clevedon: Multilingual Matters.
     [Google Scholar]
  3. Coyle, D
    (2007) Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10, 543–562.
     [Google Scholar]
  4. Coyle, D. , Hood, P. , & Marsh, D
    (2010) CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
     [Google Scholar]
  5. Csizér, K. , & Kormos, J
    (2009) Learning experiences, selves, and motivated learning behavior: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.98–119). Bristol: Multilingual Matters.
     [Google Scholar]
  6. Csizér, K. , & Lukács, G
    (2010) The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System, 38, 1–13. doi: 10.1016/j.system.2009.12.001
     https://doi.org/10.1016/j.system.2009.12.001 [Google Scholar]
  7. Dalton-Puffer, C
    (2011) Content-and-language integrated learning: From practice to principles?Annual Review of Applied Linguistics, 31, 182–204. doi: 10.1017/S0267190511000092
     https://doi.org/10.1017/S0267190511000092 [Google Scholar]
  8. Doiz, A. , Lasagabaster, D. , & Sierra, J.M
    . (2014). CLIL and motivation: The effect of individual and contextual variables. Language Learning Journal, 42(2), 209–224. doi: 10.1080/09571736.2014.889508
     https://doi.org/10.1080/09571736.2014.889508 [Google Scholar]
  9. Dörnyei, Z
    (2001) Motivational strategies in the language classroom.Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511667343
     https://doi.org/10.1017/CBO9780511667343 [Google Scholar]
  10. (2010) Researching motivation: from integrativeness to the Ideal L2 self. In 
S. Hunston , & D. Oakey (Eds.), Introducing applied linguistics: Concepts and skills 
(pp.74–83). London: Routledge.
     [Google Scholar]
  11. Dörnyei, Z. , & Ushioda, E
    (Eds.) (2009) Motivation, language identity and the L2 self. Bristol: Multilingual Matters.
     [Google Scholar]
  12. Eurydice. (
    2006) Content and Language Integrated Learning (CLIL) at school in Europe. 
Brussels: The Eurydice European Unit.
     [Google Scholar]
  13. Garrett, P. , & Gallego, L
    (2011) Perceptual shapes of international universities and implications for minority languages: views from university students in Catalonia and Wales. Paper presented atthe Symposium on Multilingual and International Universities: Policies and Practices. 11–12 November 2011, University of Lleida, Spain.
     [Google Scholar]
  14. Graddol, D
    (2006) English next. London: British Council.
     [Google Scholar]
  15. Henry, A
    (2012) L3 motivation. PhD thesis. Göteborg, Sweden: University of Gothenburgh.
     [Google Scholar]
  16. Kern, R.G
    (1995) Students’and teachers’ beliefs about language learning. Foreign Language Annals, 28, 71–92. doi: 10.1111/j.1944‑9720.1995.tb00770.x
     https://doi.org/10.1111/j.1944-9720.1995.tb00770.x [Google Scholar]
  17. Kim, T.-Y
    (2006) Interview method development for qualitative study of ESL motivation. Foreign Language Education, 13, 231–256.
     [Google Scholar]
  18. Lasagabaster, D
    (2008) Foreign language competence in content and language integrated learning courses. The Open Applied Linguistic Journal, 1, 30–41. doi: 10.2174/1874913500801010030
     https://doi.org/10.2174/1874913500801010030 [Google Scholar]
  19. (2011) English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5(1), 3–18. doi: 10.1080/17501229.2010.519030
     https://doi.org/10.1080/17501229.2010.519030 [Google Scholar]
  20. Lorenzo, F. , Casal, S. , & Moore P
    (2010) The effects of content and language integrated learning in European Education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics, 31, 418–442. doi: 10.1093/applin/amp041
     https://doi.org/10.1093/applin/amp041 [Google Scholar]
  21. Murray, G. , Gao, X. , & Lamb, T
    (Eds.) (2011) Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters.
     [Google Scholar]
  22. Nikolov, M
    (2001) A study of unsuccessful language learners. In Z. Dörnyei , & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp.147–172). Honolulu, HI: University of Hawaii Press.
     [Google Scholar]
  23. Ruiz de Zarobe, Y. , Sierra, J.M. , & Gallardo del Puerto, F
    (Eds.) (2011) Content and foreign language integrated learning: Contributions to multilingualism in European contexts. Bern: Peter Lang.
     [Google Scholar]
  24. Seikkula-Leino, J
    (2007) CLIL learning: Achievement levels and affective factors. Culture and Education, 21, 328–341.
     [Google Scholar]
  25. Tedick. D.J. , & Cammarata, L
    (2012) Content and language integration in K-12 contexts: Student outcomes, teacher practices, and stakeholder perspectives. Foreign Language Annals, 45, 28–53. doi: 10.1111/j.1944‑9720.2012.01178.x
     https://doi.org/10.1111/j.1944-9720.2012.01178.x [Google Scholar]
  26. Ushioda, E
    (2011) Motivating learners to speak as themselves. In G. Murray , X. Gao , & 
 T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp.11–24). 
Bristol: Multilingual Matters.
     [Google Scholar]
  27. Williams, M. , Burden, R. , & Lanvers, U
    (2002) ‘French is the language of love and stuff’: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28, 503–528. doi: 10.1080/0141192022000005805
     https://doi.org/10.1080/0141192022000005805 [Google Scholar]

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