Implementation of Content and Language Integrated Learning and Its Effects on Student Motivation

Authors

DOI:

https://doi.org/10.5294/laclil.2018.11.2.3

Keywords:

Content and language integrated learning, CLIL, motivation, higher education, English, language teaching, language instruction, language learning

Abstract

Implementación del aprendizaje integrado de contenidos y lenguas extranjeras y sus efectos sobre la motivación de los estudiantes

Implementação de uma aprendizagem integrada de conteúdos e línguas estrangeiras e seus efeitos na motivação dos alunos

The aim of the present study is to examine the effects of integrating Content and Language Integrated Learning (CLIL) on the motivation of students learning English in a preparatory school at a private university in Istanbul, Turkey. The study also attempts to find out how the students and their instructor perceive teaching and learning English through this particular approach. The participants consisted of 19 intermediate level students and their instructor. To meet these objectives, the quantitative data were collected through pre- and post-motivation questionnaires whereas the qualitative data came from reflective journals kept by the two CLIL had a positive influence on the students’ motivation while learning English. In addition, the reflective journals suggested that both students and their instructor perceived CLIL as an engaging and functional instructional tool while teaching and learning English. CLIL also helped students to become more responsible for their own learning process. Finally, the two groups of participants shared the difficulties they experienced with this approach, such as timing, workload and speaking. Based on these findings, the study offers recommendations and implications about using CLIL in English classrooms.

To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)

Mede, E. & Çinar, S. (2018). Implementation of Content and Language Integrated Learning and its effects on student motivation. LACLIL, 11(2), 215-235. DOI: 10.5294/laclil.2018.11.2.3

Received: 19/06/2018

Approved: 06/11/2018

Downloads

Download data is not yet available.

Author Biography

Enisa Mede, Bahçeşehir Üniversitesi, Turkey.

Other email: enisa.mede@es.bau.edu.tr

References

Altınkamış, T. (2009). A case study on the relation between content and language integrated learning (CLIL) and motivation in language learning (Unpublished master’s thesis). Cukurova University, Institute of Social Sciences, Adana, Turkey.

Arribas, M. (2016). Analysing a whole CLIL school: Students’ attitudes, motivation, and receptive vocabulary outcomes. Latin American Journal of Content and Language Integrated Learning, 9(2), 267–292. DOI: 10.5294/laclil.2016.9.2.2

Borg, S. (2002). Research in the lives of TESOL professionals. TESOL Matters, 13(1), 1–5. DOI: 10.1016/j.tate.2006.03.012

Burns, A., & Hood, S. (1995). Teachers’ voices: Exploring course design in a changing curriculum. Sydney, Australia: National Centre for English Language Teaching and Research. Retrieved from https://eric.ed.gov/?id=ED411711

Coyle, D. (2008). CLIL: A Pedagogical Approach from the European Perspective. In N. H. Hornberger (Ed.), Encyclopedia of Language and Education (pp. 97–112). Berlin, Germany: Sprınger-Verlag Berlın. DOI: 10.1007/978-0-387-30424-3

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd Ed.). Thousand Oaks, CA: Sage Publications, Inc. Retrieved from http://www.ceil-conicet.gov.ar/wp-content/uploads/2018/04/CRESWELLQualitative-Inquary-and-Research-Design-Creswell.pdf

Dalton-Puffer, C. (2009). Communicative competence and the CLIL lesson. In Y. Ruiz de Zarobe & R. M. Jiménez-Catalán (Eds.), Content and language integrated learning. Evidence from research in Europe (pp. 197–214). Bristol, UK: Multilingual Matters. Retrieved from https://www.researchgate.net/publication/292424290_Communicative_competence_and_the_CLIL_lesson

Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, 1, 31–42. Retrieved from https://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/lasagabaster_foreign_language_competence_and_language_integrated_courses.pdf

Lasagabaster, D., & Sierra, J. M. (2009). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367–375. DOI: 10.1093/elt/ccp082

Lasagabaster, D. (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

Lasagabaster, D, & Lopez-Beloqui, R. (2015). The impact of type of approach (CLIL versus EFL) and methodology (book-based versus project work) on motivation. Porta Linguarum, 23, 41–57. Retrieved from https://www.researchgate.net/publication/279331816_The_Impact_of_Type_of_Approach_CLIL_Versus_EFL_and_Methodology_Book-Based_Versus_Project_Work_on_Motivation

Lo, Y. Y., & Lin, A. M. (2015). Special issue: Designing multilingual and multimodal CLIL frameworks for EFL students. International Journal of Bilingual Education and Bilingualism, 18(3), 261–269. Retrieved from https://www.researchgate.net/profile/Angel_Lin/publication/276915308_Special_issue_Designing_multilingual_and_multimodal_CLIL_frameworks_for_EFL_students/links/562e1cf608aef25a2443a06a/Special-issue-Designing-multilingual-and-multimodal-CLIL-frameworks-for-EFL-students.pdf

Lo, Y. Y., & Macaro, E. (2012). The medium of instruction and classroom interaction: Evidence from Hong Kong secondary schools. International Journal of Bilingual Education and Bilingualism, 15(1), 29–52. DOI: 10.1080/13670050.2011.588307

Lo, Y. Y., & Macaro, E. (2015). Getting used to content and language integrated learning: What can classroom interaction reveal? The Language Learning Journal, 43(3), 239–255, DOI: 10.1080/09571736.2015.1053281

Montoya, S. I., & Salamanca, C. (2017). Uso del enfoque aicle/clil como estrategia de internacionalización del currículo en una institución de educación superior colombiana. Latin American Journal of Content and Language Integrated Learning, 10(1), 105–131. DOI: 10.5294/laclil.2017.10.1.5

Navarro-Pablo, M., & Jiménez, E. G. (2018). Are CLIL students more motivated? An analysis of affective factors and their relation to language attainment. Porta Linguarum, 29, 71–90. Retrieved from https://www.researchgate.net/publication/322506930_Are_CLIL_Students_More_Motivated_An_Analysis_of_Affective_Factors_and_their_Relation_to_Language_Attainment_Porta_Linguarum

Nebioğlugil, M. (2015). A case study on the implementation of content and language integrated learning in teaching vocabulary to young learners (Master’s thesis). Cag University, Institute of Social Sciences, Adana, Turkey.

Nikula, T. (2010). Effects of CLIL on a teacher’s classroom language use. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language use and language learning in CLIL classrooms (pp. 105–123). Amsterdam, The Netherlands: John Benjamins. DOI: 10.1075/aals.7

Pistorio, M. I. (2010). A blend of CLIL and cooperative learning creates a socially constructed learning environment. Latin American Journal of Content & Language Integrated Learning, 3(1), 1–10. Retrieved from: http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/2642

Savignon, S., & Wang, C. (2003). Communicative language teaching in EFL contexts: Learners’ attitudes and perceptions. International Review of Applied Linguistics in Language Teaching, 41, 223–249. DOI: 10.1515/iral.2003.010

Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. University of Hawai’i Working Papers in English as a Second Language, 14(2), 1–72. Retrieved from http://nflrc.hawaii.edu/PDFs/SCHMIDT%20Foreign%20language%20motivation.pdf

Smith, R., & Rebolledo, P. (2018). A handbook for exploratory action research. London, UK: The British Council. Retrieved from https://englishagenda.britishcouncil.org/sites/default/files/attachments/30510_bc_explore_actions_handbook_online_aw.pdf

Sylvén, L. K. (2004). Teaching in English or English Teaching? On the effects of content and language integrated learning on Swedish learners’ incidental vocabulary acquisition (Unpublished doctoral dissertation). Gothenburg, Sweden: Göteborgs University.

Verma, M. H. (2008, June). Learner’s attitude and its impact on language learning. Paper presented at Language Issues in English-medium Universities: A Global Concern, Rayson Huang Theatre, University of Hong Kong, China, 18–20 June 2008. Retrieved from http://www.fe.hku.hk/clear/conference08/doc/handouts/VERMA%20Meenakshi%20H_handout.pdf

Downloads

Published

2019-04-10

How to Cite

Mede, E., & Çinar, S. (2019). Implementation of Content and Language Integrated Learning and Its Effects on Student Motivation. Latin American Journal of Content & Language Integrated Learning, 11(2). https://doi.org/10.5294/laclil.2018.11.2.3

Issue

Section

Articles