1887
  1. Home
  2. e-Journals
  3. Journal of Immersion and Content-Based Language Education
  4. Volume 6, Issue 1
  5. Article
Volume 6, Issue 1
  • ISSN 2212-8433
  • E-ISSN: 2212-8441
USD
Buy:$35.00 + Taxes

Abstract

This article reports on findings from a small-scale qualitative study performed in a CLIL setting in a Norwegian lower secondary school. The study explored the effect of a six-week CLIL intervention project combining history and English on 27 Norwegian ninth graders’ motivation to engage in classroom oral activities and, consequently, their willingness to communicate (WTC) orally, as well as factors triggering and constraining the students’ WTC in the CLIL lessons. Data were collected through classroom observations, teacher pre- and post-interviews, and student pre- and post-questionnaires. The findings revealed that the CLIL intervention had reinforced most students’ motivation and WTC orally compared to their regular EFL lessons. The study adds to the sparse CLIL research in Norway.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/jicb.16013.lia
2018-01-26
2025-03-19

  • From This Site

    /content/journals/10.1075/jicb.16013.lia
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Baran-Lucarz, M.
    (2015) Foreign language self-assessment and willingness to communicate in and outside the classroom. In E. Piechurska-Kuciel & M. Szyszka (Eds.), The ecosystem of the foreign language learner: Selected issues (pp.37–57). Cham: Springer.
     [Google Scholar]
  2. Brevik, L. M. , & Moe, E.
    (2012) Effects of CLIL teaching on language outcomes. In D. Tsagari & I. Csépes (Eds.), Collaboration in language testing and assessment (pp.213–227). Frankfurt: Peter Lang.
     [Google Scholar]
  3. Busse, V.
    (2014) Visible learning and visible motivation: Exploring challenging goals and feedback in language education. In D. Lasagabaster , A. Doiz , & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp.157–174). Amsterdam: John Benjamins. doi: 10.1075/lllt.40.08bus
     https://doi.org/10.1075/lllt.40.08bus [Google Scholar]
  4. Cao, Y. , & Philp, J.
    (2006) Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34 , 480–493. doi: 10.1016/j.system.2006.05.002
     https://doi.org/10.1016/j.system.2006.05.002 [Google Scholar]
  5. Charboneau, R.
    (2012) Approaches and practices relating to the teaching of EFL reading at the Norwegian primary level. In A. Hasselgreen , I. Drew , & B. Sørheim (Eds.), The young language learner: Research-based insights into teaching and learning (pp.51–69). Bergen: Fagbokforlaget.
     [Google Scholar]
  6. Chvala, L.
    (2012) Genre and situational features in oral exam tasks in 10th grade. In A. Hasselgreen , I. Drew , & B. Sørheim (Eds.), The young language learner: Research-based insights into teaching and learning (pp.233–246). Bergen: Fagbokforlaget.
     [Google Scholar]
  7. Coyle, D.
    (2010) Foreword. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, results and teacher training (pp.vii–viii). Newcastle upon Tyne, UK: Cambridge Scholars.
     [Google Scholar]
  8. Coyle, D. , Hood, P. , & Marsh, D.
    (2010) CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
     [Google Scholar]
  9. Dalton-Puffer, C.
    (2007) Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: John Benjamins. doi: 10.1075/lllt.20
     https://doi.org/10.1075/lllt.20 [Google Scholar]
  10. (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]
  11. Deci, E. L. , & Ryan, R. M.
    (1985) Intrinsic motivation and self-determination in human behavior. New York: Plenum. doi: 10.1007/978‑1‑4899‑2271‑7
     https://doi.org/10.1007/978-1-4899-2271-7 [Google Scholar]
  12. Doiz, A. , Lasagabaster, D. , & Sierra, J. M.
    (2014) Giving voice to the students: What (de)motivates them in CLIL classes?In D. Lasagabaster , A. Doiz , & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp.117–138). Amsterdam: John Benjamins. doi: 10.1075/lllt.40.06doi
     https://doi.org/10.1075/lllt.40.06doi [Google Scholar]
  13. Drew, I.
    (2013) Using content and language integrated learning (CLIL) in the 9th grade: Teaching about the Second World War from a global to local perspective in English lessons. In I. Pareliussen , B. B. Moen , A. Reinertsen , & T. Solhaug (Eds.), FoU i praksis 2012 conference proceedings (pp.69–77). Trondheim: Akademika Forlag.
     [Google Scholar]
  14. Dörnyei, Z.
    (1990) Conceptualizing motivation in foreign-language learning. Language Learning, 40 (1), 45–78. doi: 10.1111/j.1467‑1770.1990.tb00954.x
     https://doi.org/10.1111/j.1467-1770.1990.tb00954.x [Google Scholar]
  15. (1998) Motivation in second and foreign language learning. Language Teaching, 31 (3), 117–135. doi: 10.1017/S026144480001315X
     https://doi.org/10.1017/S026144480001315X [Google Scholar]
  16. (2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
     [Google Scholar]
  17. (2007) Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
     [Google Scholar]
  18. Dörnyei, Z. , & Skehan, P.
    (2003) Individual differences in second language learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp.589–630). Oxford: Blackwell. doi: 10.1002/9780470756492.ch18
     https://doi.org/10.1002/9780470756492.ch18 [Google Scholar]
  19. Dörnyei, Z. , & Ushioda, E.
    (2011) Teaching and researching motivation (2nd ed.). Harlow: Pearson Education.
     [Google Scholar]
  20. Education First
    Education First (2015) EF EPI: EF English Proficiency Index. Retrieved fromwww.ef.edu/epi/downloads/.
     [Google Scholar]
  21. Eurydice
    Eurydice (2006) Content and language integrated learning (CLIL) at school in Europe. Brussels: European Commission.
     [Google Scholar]
  22. Gardner, R. , & Lambert, W.
    (1972) Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
     [Google Scholar]
  23. Gardner, R.
    (1985) Social psychology and second language learning: Attitudes and motivation. London: Edward Arnold.
     [Google Scholar]
  24. Gregersen, T. , & Horwitz, E. K.
    (2002) Language learning and perfectionism: Anxious and non‐anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86 (4), 562–570. doi: 10.1111/1540‑4781.00161
     https://doi.org/10.1111/1540-4781.00161 [Google Scholar]
  25. Hellekjær, G. O.
    (2007) Reading: From a forgotten to a basic skill. Språk og Språkundervisning [Language and Language Teaching], 2 , 23–29.
     [Google Scholar]
  26. (2008) A case for improved reading instruction for academic English reading proficiency. Acta Didactica Norge [Acta Didactica Norway], 2 (1), 1–17. doi: 10.5617/adno.1022
     https://doi.org/10.5617/adno.1022 [Google Scholar]
  27. Henry, A.
    (2013) Digital games and ELT: Bridging the authenticity gap. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp.133–155). Basingstoke: Palgrave Macmillan. doi: 10.1057/9781137000873.0013
     https://doi.org/10.1057/9781137000873.0013 [Google Scholar]
  28. (2014) Swedish students’ beliefs about learning English in and outside of school. In D. Lasagabaster , A. Doiz , & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp.93–116). Amsterdam: John Benjamins. doi: 10.1075/lllt.40.05hen
     https://doi.org/10.1075/lllt.40.05hen [Google Scholar]
  29. Horwitz, E. K. , Horwitz, M. B. , & Cope, J. A.
    (1991) Foreign language classroom anxiety. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp.27–36). Englewood Cliffs, NJ: Prentice Hall.
     [Google Scholar]
  30. Kang, S. J.
    (2005) Dynamic emergence of situational willingness to communicate in a second language. System, 33 (2), 277–292. doi: 10.1016/j.system.2004.10.004
     https://doi.org/10.1016/j.system.2004.10.004 [Google Scholar]
  31. Lovdata [Law Data]
    Lovdata [Law Data] (2009) § 4–4.Karakterar i fag mv., Lovdata, 11August 2017 Retrieved fromhttps://lovdata.no/dokument/SF/forskrift/2006-06-23-724/KAPITTEL_5-1#§4-4
     [Google Scholar]
  32. MacIntyre, P. D.
    (2007) Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91 (4), 564–576. doi: 10.1111/j.1540‑4781.2007.00623.x
     https://doi.org/10.1111/j.1540-4781.2007.00623.x [Google Scholar]
  33. MacIntyre, P. D. , Baker, S. C. , Clément, R. , & Donovan, L. A.
    (2003) Talking in order to learn: Willingness to communicate and intensive language programs. The Canadian Modern Language Review, 59 (4), 589–607. doi: 10.3138/cmlr.59.4.589
     https://doi.org/10.3138/cmlr.59.4.589 [Google Scholar]
  34. MacIntyre, P. D. , Burns, C. , & Jessome, A.
    (2011) Ambivalence about communicating in a second language: A qualitative study of French immersion students’ willingness to communicate. The Modern Language Journal, 95 (1), 81–96. doi: 10.1111/j.1540‑4781.2010.01141.x
     https://doi.org/10.1111/j.1540-4781.2010.01141.x [Google Scholar]
  35. MacIntyre, P. D. , Clément, R. , Dörnyei, Z. , & Noels, K. A.
    (1998) Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82 (4), 545–562. doi: 10.1111/j.1540‑4781.1998.tb05543.x
     https://doi.org/10.1111/j.1540-4781.1998.tb05543.x [Google Scholar]
  36. McNeese, T.
    (2000) The world at war: Grades 7–12 (History of Civilization). Dayton, OH: Milliken Publishing Company.
     [Google Scholar]
  37. Mellegård, I. , & Pettersen, K. D.
    (2012) Curriculum practice: English teachers’ understanding and realization of the new national curriculum, LK06. In A. Hasselgreen , I. Drew , & B. Sørheim (Eds.), The young language learner: Research-based insights into teaching and learning (pp.207–218). Bergen: Fagbokforlaget.
     [Google Scholar]
  38. Menezes, E. , & Juan-Garau, M.
    (2015) English learners’ willingness to communicate and achievement in CLIL and formal instruction contexts. In M. Juan-Garau & J. Salazar-Noguera (Eds.), Content-based language learning in multilingual educational environments (pp.221–236). Cham: Springer.
     [Google Scholar]
  39. Nikula, T. , Dalton-Puffer, C. , & Llinares, A.
    (2013) CLIL classroom discourse: Research from Europe. Journal of Immersion and Content-Based Language Education, 1 (1), 70–100. doi: 10.1075/jicb.1.1.04nik
     https://doi.org/10.1075/jicb.1.1.04nik [Google Scholar]
  40. Noels, K. A. , Clément, R. , & Pelletier, L. G.
    (1999) Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83 (1), 23–34. doi: 10.1111/0026‑7902.00003
     https://doi.org/10.1111/0026-7902.00003 [Google Scholar]
  41. Pihko, M. K.
    (2007) Foreign language anxiety in content and language integrated learning (CLIL) classes and in traditional language classes. In S. Tella (Ed.), From brawn to brain: Strong signals in foreign language education (pp.129–141). Helsinki: University of Helsinki.
     [Google Scholar]
  42. Ruiz de Zarobe, Y.
    (2015) The effects of implementing CLIL in education. In M. Juan-Garau & J. Salazar-Noguera (Eds.), Content-based language learning in multilingual educational environments (pp.51–68). Cham: Springer.
     [Google Scholar]
  43. Ryan, R. M. , & Deci, E. L.
    (2000) Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25 , 54–67. doi: 10.1006/ceps.1999.1020
     https://doi.org/10.1006/ceps.1999.1020 [Google Scholar]
  44. Savin-Baden, M. , & Major, C.
    (2013) Qualitative research: The essential guide to theory and practice. London: Routledge.
     [Google Scholar]
  45. Simensen, A. M.
    (2010) English in Scandinavia – a success story. In D. Wyse , R. Andrews , & J. Hoffman (Eds.), The Routledge international handbook of English, language and literacy teaching (pp.472–483). London: Routledge.
     [Google Scholar]
  46. Sundqvist, P.
    (2011) A possible path to progress: Out-of-school English language learners in Sweden. In P. Benson & H. Reinders (Eds.), Beyond the language classroom (pp.106–118). Basingstoke: Palgrave Macmillan. doi: 10.1057/9780230306790_9
     https://doi.org/10.1057/9780230306790_9 [Google Scholar]
  47. Svenhard, B. W. , Servant, K. , Hellekjær, G. O. , & Bøhn, H.
    (2007) Norway. In A. Maljers , D. Marsh , & D. Wolff (Eds.), Windows on CLIL (pp.139–146). The Hague: European Platform for Dutch Education.
     [Google Scholar]
  48. Sylvén, L. K. , & Thompson, A. S.
    (2015) Language learning motivation and CLIL: Is there a connection?Journal of Immersion and Content-Based Language Education, 3 (1), 28–50. doi: 10.1075/jicb.3.1.02syl
     https://doi.org/10.1075/jicb.3.1.02syl [Google Scholar]
  49. Utdanningsdirektoratet [The Norwegian Directorate for Education and Training]
    Utdanningsdirektoratet [The Norwegian Directorate for Education and Training] (2013) English subject curriculum. Oslo: Utdanningsdirektoratet. Retrieved fromdata.udir.no/kl06/ENG1-03.pdf?lang=eng
     [Google Scholar]
  50. Utdanningsdirektoratet
    Utdanningsdirektoratet (2016a) The education mirror. Oslo: Utdanningsdirektoratet. Retrieved fromutdanningsspeilet.udir.no/2016/wp-content/uploads/2016/10/Utdanningsspeilet_2016_en.pdf
     [Google Scholar]
  51. Utdanningsdirektoratet
    Utdanningsdirektoratet (2016b) 8. 9. og 10. trinn, Utdanningsdirektoratet, 9March 2017 Retrieved fromhttps://www.udir.no/utdanningslopet/grunnskole/8.-trinn/
     [Google Scholar]
  52. Ushioda, E.
    (2013) Motivation and ELT: Global issues and local concerns. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp.1–17). Basingstoke: Palgrave Macmillan. doi: 10.1057/9781137000873.0018
     https://doi.org/10.1057/9781137000873.0018 [Google Scholar]
  53. Woodrow, L.
    (2006) Anxiety and speaking English as a second language. RELC Journal, 37 (3), 308–328. doi: 10.1177/0033688206071315
     https://doi.org/10.1177/0033688206071315 [Google Scholar]
/content/journals/10.1075/jicb.16013.lia
Loading
Triggers and constraints of lower secondary students’ willingness to communicate orally in English in a CLIL setting in the Norwegian context
Journal of Immersion and Content-Based Language Education 6, 27 (2018); https://doi.org/10.1075/jicb.16013.lia
/content/journals/10.1075/jicb.16013.lia
/content/journals/10.1075/jicb.16013.lia
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): CLIL; demotivation; L2 anxiety; L2 WTC; lower secondary school.; motivation

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error