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Motivation meets bilingual models

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Abstract

Content and Language Integrated Learning appeared in Europe as a long-awaited alternative to unsubstantiated foreign language approaches, which fell short of meeting the multilingual standards of a society marked by language diversity. Because of L2 content being programmed as content teaching rather than language teaching in CLIL and also because of the ensuing curriculum and method implications, students’ response to CLIL are more positive and engaging than in EFL. This chapter explores the reasons why CLIL mobilizes students’ attitudes, goals and responses – as an ultimate evidence of motivated behavior – and shows examples of CLIL material design that are explanatory of students being involved in a new language experience.

References

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