English achievement and student motivation in CLIL and EFL settings

Innovation in Language Learning and Teaching

Volumn 5, Issue 1, 2011, Pages 3-18

  Lasagabaster, David ^a  

^a UNIVERSITY OF THE BASQUE COUNTRY UPV EHU   (Spain)

Author keywords

CLIL; EFL; Language competence; Motivation

Indexed keywords

EID: 79952466114     PISSN: 17501229     EISSN: 17501237     Source Type: Journal    
DOI: 10.1080/17501229.2010.519030     Document Type: Article

References (40)

1. Bradford, A. 2007. Motivational orientations in under-researched FLL contexts: Findings from Indonesia. RELC Journal 38, no. 3: 302-23.
2. Chambers, G.N. 1999. Motivating language learners. Clevedon, UK: Multilingual Matters.
3. Clément R. and B.G. Kruidenier. 1983. Orientations in second language acquisition I. The effects of ethnicity, milieu and target language on their emergence. Language Learning 33, no. 3: 272-91.
4. Coyle, D. 2007. Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. The International Journal of Bilingual Education and Bilingualism 10, no. 5: 543-62.
5. Coyle, D. 2008. CLIL - a pedagogical approach from the European perspective. In Encyclopedia of language and education. Second and foreign language education, 2nd ed., vol. 4, ed. N. Van Deusen-Sholl and N.H. Hornberger, 97-111. New York: Springer Science Business Media LLC.
6. Dalton-Puffer C., and T. Nikula. 2006. Pragmatics of content-based instruction: Teacher and student directives in Finnish and Austrian classrooms. Applied Linguistics 27, no. 2: 241-67.
7. Davies, J., and I. Brember. 2001. The closing gap in attitudes between boys and girls: A five year longitudinal study. Educational Psychology 21, no. 1: 103-15.
8. Dekeyser, R.M. 2000. The robustness of the critical period effect in second language acquisition. Studies in Second Language Acquisition 22, no. 4: 499-534.
9. Dewaele, J.M. 2005. Sociodemographic, psychological and politico-cultural correlates in Flemish students' attitudes toward French and English. Journal of Multilingual and Multicultural Development 26, no. 2: 118-37.
10. Dooly, M., and D. Eastment, eds. 2008. 'How we're going about it'. Teachers' voices on innovative approaches to teaching and learning languages. Newcastle, UK: Cambridge Scholars.
11. Dörnyei, Z. 2001. Teaching and researching motivation. Harlow: Longman
12. Dörnyei, Z. 2002. The motivational basis of language learning tasks. In Individual differences and instructed language learning, ed. P. Robinson, 137-58. Amsterdam/Philadelphia, PA: John Benjamins.
13. Dörnyei, Z. 2009. The L2 motivational self system. In Motivation, language identity and the L2 self, ed. Z. Dörnyei and E. Ushioda, 9-42. Bristol: Multilingual Matters.
14. Egiguren, I. 2006. Atzerriko hizkuntza goiztiarraren eragina gaitasun eleaniztunean. PhD diss., University of the Basque Country, Vitoria-Gasteiz.
15. Etxeberria, F. 2004. Trilinguals at four? Early trilingual education in the Basque Country. In Trilingualism in family, school and community, ed. C. Hoffmann and J. Ytsma, 185-201. Clevedon, UK: Multilingual Matters.
16. Eurydice. 2006a. Content and Language Integrated Learning (CLIL) at school in Europe. Brussels, Belgium: European Commission.
17. Eurydice. 2006b. Europeans and their languages. Special Eurobarometer 243. Brussels, Belgium: European Commission.
18. Gardner, R.C., and P.F. Tremblay 1998. Specificity of affective variables and the Trait/State conceptualization of motivation in second language acquisition. In Social psychological perspectives on second language learning, ed. R. Agnihotri, A.L. Khanna, and I. Sachdev, 31-52. New Delhi: Sage.
19. nd ed., ed. B.B. Kachru, 355-65. Urbana, IL: University of Illinois Press.
20. Kormos, J., and K, Csizér. 2008. Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated behaviour. Language Learning 58, no. 2: 327-55.
21. Lasagabaster, D. 2008. Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal 1, no. 11: 30-41. http://www.bentham.org/open/toalj/openaccess2.htm (accessed June 1, 2009).
22. Lasagabaster, D. 2009. English as a language of instruction in a bilingual university. In Bi- and multilingual universities. European perspectives and beyond, ed. C. Nickenig and D. Veronesi, 77-87. Bolzano, Italy: Bozen-Bolzano University Press.
23. Lasagabaster, D., and Á. Huguet. 2007. Multilingualism in European bilingual contexts. Language use and attitudes. Clevedon, UK: Multilingual Matters.
24. Lasagabaster, D., and Y. Ruiz de Zarobe. 2010. CLIL in Spain: Implementation, results and teacher training. Newcastle, UK: Cambridge Scholars.
25. Lasagabaster, D., and J.M. Sierra. 2010. Immersion and CLIL in English: More differences than similarities. ELT Journal 64, no. 4: 367-75.
26. Lorenzo, F., S. Casal, V. de Alba, and P. Moore, eds. 2007. Models and practice in CLIL. Logroñ o: Revista Española de Lingü i{dotless}́stica Aplicada.
27. Maljers, A., D. Marsh, and D. Wolff, eds. 2007. Windows on CLIL. Content and language integrated learning in the European spotlight. Graz, Austria: European Centre for Modern Languages.
28. Marsh, D. 2008. Language awareness and CLIL. In Encyclopedia of language and education. Knowledge about language, 2nd ed., vol. 6, ed. J. Cenoz and N.H. Hornberger, 233-46. New York: Springer Science_Business Media LLC.
29. Masgoret, A.-M., and R.C. Gardner. 2003. Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning 53, no. 1: 123-63.
30. Mayer M. 1969. Frog, where are you? New York: Dial Press.
31. Muñoz, C. 2008. Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics 29, no. 4: 578_96.
32. Navés, M.T., and M. Victori. 2010. CLIL in Catalonia: An overview of research studies. In CLIL in Spain: Implementation, results and teacher training, ed. D. Lasagabaster and Y. Ruiz de Zarobe, 30-54. Newcastle, UK: Cambridge Scholars.
33. Nikula, T. 2007. Speaking English in Finnish content-based classrooms. World Englishes 26, no. 2: 206-23.
34. Osa, E. 2003. Ikastola eta eskoletan euskararen erabilera indartzeaz gogoeta [Reflections on how to boost the use of Basque in schools]. Bat Soziolinguistika Aldizkaria 49: 129-45.
35. Pae, T.-I. 2008. Second language orientation and self-determination theory. A structural analysis of the factors affecting second language achievement. Journal of Language and Social Psychology 27, no. 1: 5-27.
36. Ruiz de Zarobe, Y., and D. Lasagabaster. 2010. CLIL in a bilingual community: The Basque Autonomous Community. In CLIL in Spain: Implementation, results and teacher training, ed. D. Lasagabaster and Y. Ruiz de Zarobe, 12-29. Newcastle, UK: Cambridge Scholars.
37. Seikkula-Leino, J. 2007. CLIL learning: Achievement levels and affective factors. Language and Education 21, no. 4: 328-41.
38. Vandergrift, L. 2005. Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics 26, no. 1: 70-89.
39. Vez, J.M. 2007. De políticas (y politiquillas) del EEES y competencias idiomáticas en el grado de maestro. Lenguaje y Textos 25: 13-42.
40. Williams, M., R. Burden, and U. Lanvers. 2002. 'French is the language of love and stuff': Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal 28, no. 4: 503-28.