@article{6723604245ca48aeb453b82dc5c9f19f,
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",
note = "Funding Information: This work was supported by a Concerted Research Action Grant (UCLouvain - UNamur) [grant number ARC 14/19-061]. This work was supported by a Concerted Research Action grant (ARC 14/19-061) awarded to Philippe Hiligsmann (spokesman; UCLouvain), Beno{\^i}t Galand (UCLouvain), Laurence Mettewie (UNamur), Fanny Meunier (UCLouvain), Arnaud Szmalec (UCLouvain) and Kristel Van Goethem (UCLouvain). We thank Am{\'e}lie Bulon, Isa Hendrikx and Morgane Simonis for their assistance in the data collection. Funding Information: This work was supported by a Concerted Research Action grant (ARC 14/19-061) awarded to Philippe Hiligsmann (spokesman; UCLouvain), Beno{\^i}t Galand (UCLouvain), Laurence Mettewie (UNamur), Fanny Meunier (UCLouvain), Arnaud Szmalec (UCLouvain) and Kristel Van Goethem (UCLouvain). We thank Am{\'e}lie Bulon, Isa Hendrikx and Morgane Simonis for their assistance in the data collection. Publisher Copyright: {\textcopyright} 2019 Informa UK Limited, trading as Taylor & Francis Group.",
year = "2023",
doi = "10.1080/13670050.2019.1671308",
language = "English",
volume = "26",
pages = "534--553",
journal = "International Journal of Bilingual Education and Bilingualism",
issn = "1367-0050",
publisher = "Taylor & Francis",
number = "5",
}