What is it about?
This study compares two groups of teenagers in Spain learning English: one in CLIL classes where lessons in science or social studies are taught in English, and one in regular classes. Over two years, the research looked at how students’ motivation and attitudes towards learning English changed. The results show that CLIL can boost positive feelings and motivation towards language learning. It also finds that girls tend to be more interested and positive about learning English, but CLIL helps even out these differences.
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Why is it important?
This research is vital because it demonstrates that CLIL not only improves language skills but also fosters better attitudes and motivation among learners—key factors for successful language acquisition. Understanding how affective factors are influenced by teaching methods allows educators to create more engaging and inclusive learning environments. This study provides evidence that CLIL can help build positive educational experiences, especially for different genders and diverse learners, contributing to more effective bilingual education.
Perspectives
As someone passionate about enhancing language learning, I believe this study offers practical insights into how CLIL can positively influence students’ emotional engagement with language learning. It highlights the potential of CLIL to foster more motivated, confident learners while also reducing gender-based differences, making it a valuable resource for educators aiming to improve both the affective and cognitive aspects of language education.
Dr José Igor Prieto-Arranz
University of the Balearic Islands
Read the Original
This page is a summary of: Exploring Affective Factors in L3 Learning: CLIL vs. Non-CLIL, October 2014, Springer Science + Business Media,
DOI: 10.1007/978-3-319-11496-5_12.
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