'Speaking French alive': learner perspectives on their motivation in Content and Language Integrated Learning in England

BOWER, Kim (2017). 'Speaking French alive': learner perspectives on their motivation in Content and Language Integrated Learning in England. Innovation in Language Learning and Teaching, 1-16.

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Official URL: http://www.tandfonline.com/doi/full/10.1080/175012...
Link to published version:: https://doi.org/10.1080/17501229.2017.1314483


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.

Item Type: Article
Uncontrolled Keywords: CLIL, learner perceptions, motivation, immersion
Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
Identification Number: https://doi.org/10.1080/17501229.2017.1314483
Page Range: 1-16
Depositing User: Jill Hazard
Date Deposited: 30 Mar 2017 15:16
Last Modified: 18 Mar 2021 08:17
URI: https://shura.shu.ac.uk/id/eprint/15470

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