The impact of students' attitudes on CLIL

Katarzyna Lidia Papaja

doi:10.5294/laclil.2012.5.2.10

Authors

Katarzyna Lidia Papaja Author University of Silesia

DOI:

https://doi.org/10.5294/laclil.2012.5.2.10

Keywords:

L CLIL, educación bilingüe, actitud, motivación, enseñanza de idiomas, enseñanza de contenidos.

Abstract

Attitude can be defined as a set of beliefs developed in a due course of time in a given sociocultural setting. It has been proved that positive attitude facilitates learning (Dörneyi, 1990; Dörneyi, 2001; Gardner & Lambert, 1972; Heckhausen, 1991). If the learner is reluctant to learn or he/she does not have a positive attitude, he/she does not produce any result.

CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language.

Bearing in mind the importance of attitude in learning and teaching a second language as well as in any kind of subject, I decided to conduct a research among the CLIL learners. I have selected a group of students from the Department of Psychology who study various subjects in English. The students were asked to fill in a questionnaire concerning attitude towards CLIL. The questionnaire had been especially designed for the purpose of this study. The intention of this address is to discuss the role of attitude towards learning subjects through a second language which will be based on students’ opinions. I strongly believe that attitude is one of the central elements along with motivation and language aptitude in determining success in learning subjects through another language. In order to guide this discussion, attention will be directed toward the sociolinguistic factors responsible for attitude towards CLIL.

Downloads

Download data is not yet available.

Author Biography

Katarzyna Lidia Papaja, University of Silesia

Katarzyna Papaja works in the Institute of English at the University of Silesia. She received her PhD degree in Applied Linguistics. She specialises in Methods of Teaching English as a Foreign Language and Bilingual Education. Katarzyna Papaja has taken part in many conferences abroad and in Poland. She has published widely on bilingual education methodologies (mainly Content and Language Integrated Learning – CLIL). She was part of the team which conducted groundwork leading to the publication of Profile Report - Bilingual Education (English) in Poland. She was also awarded a few scholarships and as a result was able to gain teaching experience in countries such as Great Britain, the USA, Germany and Switzerland. At the moment she is working on the development of Content and Language Integrated Learning (CLIL) syllabus.

References

Brown, H.D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd Edition). San Francisco: Longman.

Dörneyi, Z. (1990). Conceptualizing motivation in Foreign Language Learning. Language Learning 40. 45-78.

Dörneyi, Z. (2001). Teaching and researching motivation. Harlow, UK: Longman.

Dzięgielewska, Z. (2008). Nauczanie dwujęzyczne w Polsce i Europie. Warszawa: CODN.

Eurydice. (2008). Key Data on Teaching Languages at School in Europe. Strasbourg: European Commission.

European Council. (2002). Barcelona European Council. Presidency Conclusions. Press Release 100/1/02.

Gardner, R.C., Lambert, W.E. (1972). Attitudes and motivation in Second Language Learning. Rowley.

MA:Newbury House.

Gardner, R.C. (1985) Social Psychology and Second Language Learning: The role of Attitudes

and Motivation. London: Edward Arnold.

Gardner, R. C., & MacIntyre, P. D. (1993). A student's contribution to second language learning. Part II: Affective variables. Language Teaching, 26, 1-11.

Gardner, R.C. (2002) Social psychological perspectives in second language acquisition. In R. Kaplan (ed.) The Oxford handbook of applied linguistics (pp.160-169). Oxford: Oxford University Press.

Heckhausen, (1991). Motivation and Action. New York: Springer.

Maljers, A., Marsh, D., Coyle, D., Hartiala, A.K., Marsland, B., Pérez-Vidal, C. & Wolff, D. (eds.). (2002). CLIL/EMILE The European Dimension – Actions, Trends and

Foresight Potential. Finland: The Continuing Education Centre of the University of Jyväskylä, 65-69

Masgoret, A.M and Gardner, R.C., (2003). Attitudes, motivation and second language learning.

A meta-analysis of studies conducted by Gardner and associates. Language learning, 53(1), 123-163.

Multańska, M. (2002). Nauczanie dwujęzyczne w polskim systemie oświaty. Języki Obce w Szkole. Numer Specjalny. Nauczanie dwujęzyczne: 77-79.

Papaja, K.(2010). A qualitative evaluation of Content and Language Integrated Learning (CLIL) in Polish Secondary Education. Unpublished PhD thesis.

Roda, M. (2007). Edukacja bilingwalna w Polsce na tle innych krajów Unii Europejskiej. In: H. Komorowska (ed.). Nauczanie języków obcych. Polska a Europa. Warszawa: Academica SWPS, 51-81.

Zielonka, B. (2007). CLIL in Poland. In . A. Maljers, D. Marsh, and D. Wolff (eds.) Windows on CLIL – Content and Language Integrated Learning in the European Spotlight.

Netherlands: European Platform for Dutch Education, 147-153.