Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels

Audrey De Smet, Laurence Mettewie, Philippe Hiligsmann, Benoît Galand, Luk Van Mensel

Résultats de recherche: Contribution à un journal/une revueArticle

Résumé

Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation. Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in the literature by investigating language attitudes and motivation in CLIL on a large scale across two target languages (English and Dutch) and two instruction levels (primary and secondary). Questionnaire data were collected from 896 pupils in French-speaking Belgium measuring their language attitudes in terms of perceived easiness and attractiveness of the target language and their motivation in terms of expectancy for success, task value and cost. Results of the MANCOVAs show pupils report more positive attitudes and higher motivation in CLIL compared to non-CLIL and in English compared to Dutch. However, these differences mainly appear at secondary level, suggesting more favorable profiles develop after the fifth grade, which is the onset of formal foreign language instruction for non-CLIL pupils. Moreover, the effect sizes indicate that the target language (English vs. Dutch) plays a more crucial role than CLIL vs. non-CLIL regarding language attitudes and motivation.
langue originaleAnglais
Nombre de pages20
journalInternational Journal of Bilingualism and Bilingual Education
Date de mise en ligne précocenov. 2019
Les DOIs
étatE-pub ahead of print - nov. 2019

Empreinte digitale

instruction
interaction
language
learning
pupil
Content and Language Integrated Learning
Language
Interaction
Language Attitudes
English language
language instruction
Pupil
social attraction
Belgium
foreign language
speaking
school grade
questionnaire
present
costs

Citer ceci

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title = "Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels",
abstract = "Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation. Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in the literature by investigating language attitudes and motivation in CLIL on a large scale across two target languages (English and Dutch) and two instruction levels (primary and secondary). Questionnaire data were collected from 896 pupils in French-speaking Belgium measuring their language attitudes in terms of perceived easiness and attractiveness of the target language and their motivation in terms of expectancy for success, task value and cost. Results of the MANCOVAs show pupils report more positive attitudes and higher motivation in CLIL compared to non-CLIL and in English compared to Dutch. However, these differences mainly appear at secondary level, suggesting more favorable profiles develop after the fifth grade, which is the onset of formal foreign language instruction for non-CLIL pupils. Moreover, the effect sizes indicate that the target language (English vs. Dutch) plays a more crucial role than CLIL vs. non-CLIL regarding language attitudes and motivation.",
keywords = "CLIL, English, Dutch, expectancy-value, language attitudes, motivation, Language attitudes",
author = "{De Smet}, Audrey and Laurence Mettewie and Philippe Hiligsmann and Beno{\^i}t Galand and {Van Mensel}, Luk",
year = "2019",
month = "11",
doi = "10.1080/13670050.2019.1671308",
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T1 - Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels

AU - De Smet, Audrey

AU - Mettewie, Laurence

AU - Hiligsmann, Philippe

AU - Galand, Benoît

AU - Van Mensel, Luk

PY - 2019/11

Y1 - 2019/11

N2 - Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation. Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in the literature by investigating language attitudes and motivation in CLIL on a large scale across two target languages (English and Dutch) and two instruction levels (primary and secondary). Questionnaire data were collected from 896 pupils in French-speaking Belgium measuring their language attitudes in terms of perceived easiness and attractiveness of the target language and their motivation in terms of expectancy for success, task value and cost. Results of the MANCOVAs show pupils report more positive attitudes and higher motivation in CLIL compared to non-CLIL and in English compared to Dutch. However, these differences mainly appear at secondary level, suggesting more favorable profiles develop after the fifth grade, which is the onset of formal foreign language instruction for non-CLIL pupils. Moreover, the effect sizes indicate that the target language (English vs. Dutch) plays a more crucial role than CLIL vs. non-CLIL regarding language attitudes and motivation.

AB - Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation. Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in the literature by investigating language attitudes and motivation in CLIL on a large scale across two target languages (English and Dutch) and two instruction levels (primary and secondary). Questionnaire data were collected from 896 pupils in French-speaking Belgium measuring their language attitudes in terms of perceived easiness and attractiveness of the target language and their motivation in terms of expectancy for success, task value and cost. Results of the MANCOVAs show pupils report more positive attitudes and higher motivation in CLIL compared to non-CLIL and in English compared to Dutch. However, these differences mainly appear at secondary level, suggesting more favorable profiles develop after the fifth grade, which is the onset of formal foreign language instruction for non-CLIL pupils. Moreover, the effect sizes indicate that the target language (English vs. Dutch) plays a more crucial role than CLIL vs. non-CLIL regarding language attitudes and motivation.

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KW - English

KW - Dutch

KW - expectancy-value

KW - language attitudes

KW - motivation

KW - Language attitudes

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