Article published in:
Journal of Immersion and Content-Based Language Education
Vol. 9:1 (2021) ► pp. 5884
References

References

Agustín-Llach, M. P.
(2014) Exploring the lexical profile of young CLIL learners: Towards an improvement in lexical use. Journal of Immersion and Content-Based Language Education, 2(1), 53–73. CrossrefGoogle Scholar
Amengual-Pizarro, M., & Prieto-Arranz, J. I.
(2015) Exploring affective factors in L3 learning: CLIL vs. non-CLIL. In M. J. Garau & J. Salazar (Eds.), Content-based language learning in multilingual educational environments (pp. 197–220). Springer. CrossrefGoogle Scholar
Boyle, J. P.
(1987) Sex differences in listening vocabulary. Language Learning, 37(2), 273–284. CrossrefGoogle Scholar
Burstall, C.
(1975) French in the primary school: The British experiment. Canadian Modern Language Review, 31(5), 388–402.Google Scholar
Celaya, M. L., & Ruiz-de-Zarobe, Y.
(2010) First languages and age in CLIL and non-CLIL contexts. International CLIL Journal, 1(3), 60–66.Google Scholar
Cid, E., Grañena, G., & Tragant, E.
(2009) Constructing and validating the foreign language attitudes and goals survey (FLAGS). System, 37(3), 496–513. CrossrefGoogle Scholar
Chambers, G. N.
(1999) Motivating language learners. Multilingual Matters.Google Scholar
Clement, R., & Kruidenier, B.
(1983) Orientations in second language acquisition: I. The effects of ethnicity, milieu, and target language on their emergence. Language Learning, 33, 273–291. CrossrefGoogle Scholar
Collins, L., & Muñoz, C.
(2016) The foreign language classroom: Current perspectives and future considerations. The Modern Language Journal, 100(1), 133–147. CrossrefGoogle Scholar
Coonan, C. M.
(2007) Insider views in the CLIL class through teacher self-observation-introspection. International Journal of Bilingual Education and Bilingualism, 10(5), 625–646. CrossrefGoogle Scholar
Coyle, D.
(2006) Content and language integrated learning: Motivating learners and teachers. Scottish Languages Review, 13, 1–18. https://​blocs​.xtec​.cat​/clilpractiques1​/files​/2008​/11​/slrcoyle​.pdf
(2011) ITALIC research report. Investigating student gains: Content and language integrated learning. University of Aberdeen.Google Scholar
Coyle, D., Hood, P., & Marsh, D.
(2010) CLIL: Content and language integrated learning. Cambridge University Press.Google Scholar
Cronbach, L. J.
(1951) Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334. CrossrefGoogle Scholar
Czura, A., Papja, K., & Urbaniak, M.
(2009) Bilingual education and the emergence of CLIL in Poland. In D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M. J. Frigols-Martín, S. Hughes, & G. Langé (Eds.), CLIL practice: Perspectives from the field (pp. 172–178). University of Jyväskylä.Google Scholar
Dalton-Puffer, C.
(2011) Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182–204. CrossrefGoogle Scholar
Davies, J., & Brember, I.
(2001) The closing gap in attitudes between boys and girls: A five-year longitudinal study. Educational Psychology, 21(1), 103–114. CrossrefGoogle Scholar
Doiz, A., Lasagabaster, D., & Sierra, J. M.
(2014) CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209–224. CrossrefGoogle Scholar
Dörnyei, Z.
(2005) The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.Google Scholar
(2009) The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters. CrossrefGoogle Scholar
European Commision
(1995) White paper on education and training: Towards the learning society. DG XX, Brussels.Google Scholar
Fernández-Fontecha, A.
(2014) Motivation and gender effect in receptive vocabulary learning: An exploratory analysis in CLIL Primary Education. Latin American Journal of Content and Language Integrated Learning, 7(2), 27–49. CrossrefGoogle Scholar
(2015) Motivation and vocabulary breadth in CLIL and EFL contexts: Different age, same time of exposure. Complutense Journal of English Studies, 23, 79–96. CrossrefGoogle Scholar
Fernández-Fontecha, A., & Canga-Alonso, A.
(2014) A preliminary study on motivation and gender in CLIL and non-CLIL types of instruction. International Journal of English Studies (IJES), 14(1), 21–36. CrossrefGoogle Scholar
Fernández-Fontecha, A., & Terrazas-Gallego, M.
(2012) The role of motivation and age in vocabulary knowledge. Vigo International Journal of Applied Linguistics (VIAL), 9, 39–62. http://​vialjournal​.webs​.uvigo​.es​/pdf​/Vial​-2012​-Article2​.pdf
Forey, G., Besser, S., & Sampson, N.
(2016) Parental involvement in foreign language learning: The case of Hong Kong. Journal of Early Childhood Literacy, 16(3), 383–413. CrossrefGoogle Scholar
Gallardo-del-Puerto, F., & Gómez-Lacabex, E.
(2017) Oral production outcomes in CLIL: An attempt to manage amount of exposure. European Journal of Applied Linguistics, 5(1), 31–54. CrossrefGoogle Scholar
Gallardo-del-Puerto, F., Gómez-Lacabex, E., & García-Lecumberri, M. L.
(2009) Testing the effectiveness of content and language integrated learning in foreign language contexts: The assessment of English pronunciation. In Y. Ruiz-de-Zarobe, & R. M. Jiménez-Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 63–80). Multilingual Matters. CrossrefGoogle Scholar
García-Mayo, M. P.
(2017) Introduction. In M. P. García-Mayo (Ed.), Learning foreign languages in primary school: Research insights (pp. xiii–xxiii). Multilingual Matters. CrossrefGoogle Scholar
Gardner, R. C.
(1985) Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.Google Scholar
Gardner, R. C., & Lambert, W. E.
(1959) Motivational variables in second language acquisition. Canadian Journal of Psychology 13, 266–272. CrossrefGoogle Scholar
George, D., & Mallery, P.
(2003) SPSS for Windows step by step: A simple guide and reference (11.0 update, 4th ed.). Allyn & Bacon.Google Scholar
Heras, A., & Lasagabaster, D.
(2015) The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70–88. CrossrefGoogle Scholar
Holm, S.
(1979) A simple sequential rejective method procedure. Scandinavian Journal of Statistics, 6, 65–70.Google Scholar
Jiménez-Catalán, R., & Ojeda-Alba, J.
(2009) Girls’ and boys’ lexical availability in EFL. ITL-International Journal of Applied Linguistics, 158, 57–76. CrossrefGoogle Scholar
Kiss, C. & Nikolov, M.
(2005) Developing, piloting and validating an instrument to measure young learners’ aptitude. Language Learning, 55(1), 99–150. CrossrefGoogle Scholar
Kissau, S.
(2006) Gender differences in motivation to learn French. The Canadian Modern Language Review, 62(3), 401–422. CrossrefGoogle Scholar
Lasagabaster, D.
(2011) English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5(1), 3–18. CrossrefGoogle Scholar
Lasagabaster, D., & Doiz, A.
(2017) A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics, 38(5), 688–712. CrossrefGoogle Scholar
Lasagabaster, D., & López-Beloqui, R.
(2015) The impact of type of approach (CLIL versus EFL) and methodology (book-based versus project work) on motivation. Porta Linguarum, 23, 41–57. https://​www​.ugr​.es​/~portalin​/articulos​/PL​_numero23​/3%20%20David%20Lasagabaster​.pdf
Lasagabaster, D., & Sierra, J. M.
(2009) Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1(2), 4–17. http://​www​.laslab​.org​/wp​-content​/uploads​/language​_attitudes​_in​_clil​_and​_traditional​_efl​_classes​.pdf
Lázaro, A., & García-Mayo, M. P.
(2012) L1 use and morphosyntactic development in the oral production of EFL learners in a CLIL context. International Review of Applied Linguistics in Language Teaching (IRAL), 50(2), 135–160. CrossrefGoogle Scholar
López-Rúa, P.
(2006) The sex variable in foreign language learning: An integrative approach. Porta Linguarum, 6, 99–114. http://​digibug​.ugr​.es​/bitstream​/handle​/10481​/30663​/Lopez​_Sex​.pdf​?sequence​=1​&isAllowed​=y
Lorenzo, F., Casal, S., Moore, P., & Afonso, T.
(2009) Bilingüismo y educación: Situación de la Red de centros bilingües en Andalucía. Centro de Estudios Andaluces. Consejería de la Presidencia.Google Scholar
Lozano-Martínez, L.
(2017) Los docentes en los programas de educación bilingüe en Cantabria. Estudios de Lingüística Inglesa Aplicada (ELIA), 17, 93–123. CrossrefGoogle Scholar
Madrid, D.
2002The power of the FL teacher’s motivational strategies. Cauce: Revista de Filología y su Didáctica, 25, 369–422. https://​cvc​.cervantes​.es​/literatura​/cauce​/pdf​/cauce25​/cauce25​_19​.pdf
Martínez-Adrián, M., & Gutiérrez-Mangado, J.
(2009) The acquisition of English syntax by CLIL learners in the Basque country. In Y. Ruiz-de-Zarobe & R. M. Jiménez-Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 176–196). Multilingual Matters. CrossrefGoogle Scholar
Matsuzaki-Carreira, J.
(2006) Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal, 28(2), 135–158. https://​jalt​-publications​.org​/files​/pdf​-article​/jj​-28​.2​-art2​.pdf
Merino, J. A., & Lasagabaster, D.
(2018) The effect of content and language integrated learning programmes’ intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics, 28, 18–30. CrossrefGoogle Scholar
Merisuo-Storm, T.
(2007) Pupils’ attitudes towards foreign-language learning and the development of literacy skills in bilingual education. Teaching and Teacher Education, 23, 226–235. CrossrefGoogle Scholar
Muñoz, C.
(2017) The development of language awareness at the transition from primary to secondary school. In M. P. García-Mayo (Ed.), Learning foreign languages in primary school: Research insights (pp. 49–68). Multilingual Matters. CrossrefGoogle Scholar
Navarro-Pablo, M., & García-Jiménez, E.
(2018) Are CLIL students more motivated? An analysis of affective factors and their relation to language attainment. Porta Linguarum, 29, 71–90. https://​www​.ugr​.es​/~portalin​/articulos​/PL​_numero29​/4​_MACARENA%20NAVARRO​.pdf
Nunnally, J. O.
(1978) Psychometric theory. McGraw-Hill.Google Scholar
Nyikos, M.
(1990) Gender-related differences in adult language learning: Socialization and memory factors. Modern Language Journal, 74(3), 273–287. CrossrefGoogle Scholar
Pallant, J.
(2011) SPSS survival manual: A step by step guide to data analysis using SPSS (4th ed.). Open University Press/McGraw-Hill.Google Scholar
Pavlenko, A., & Piller, I.
(2008) Language education and gender. In S. May, & N. H. Hornberger (Eds.), Encyclopedia of language and education (pp. 57–69). Springer Science + Business Media LLC. CrossrefGoogle Scholar
Pérez-Cañado, M. L.
(2018) CLIL and educational level: A longitudinal study on the impact of CLIL on language outcomes. Porta Linguarum, 29, 51–70. https://​www​.ugr​.es​/~portalin​/articulos​/PL​_numero29​/3​_MARIA%20LUISA%20PEREZ​.pdf
Pladevall-Ballester, E.
(2019) A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research 23(6), 765–786. CrossrefGoogle Scholar
Roehr-Brackin, K.
(2018) Metalinguistic awareness and second language acquisition. Routledge. CrossrefGoogle Scholar
San Isidro, X.
(2010) An insight into Galician CLIL: Provision and results. In D. Lasagabaster & Y. Ruiz-de-Zarobe (Eds.), CLIL in Spain: Implementation, results and teacher training (pp. 55–78). Cambridge Scholars Publishing.Google Scholar
(2019) The multi-faceted effects of CLIL: A literature review. AEDEAN Nexus, 1, 33–49. https://​aedean​.org​/wp​-content​/uploads​/nexus​-2019​-01​.pdf
Seikkula-Leino, J.
(2007) CLIL learning: Achievement levels and affective factors. Language and Education, 21(4), 328–341. CrossrefGoogle Scholar
Snow, M. A.
(1990) Language immersion: An overview and comparison. In A. M. Padilla, H. H. Fairchild, & C. M. Valadez (Eds.), Foreign language education: Issues and strategies (pp. 109–126). Sage Publications.Google Scholar
Södergard, M.
(2006) From kindergarten to grade 6: The immersion experience from the pupils’ point of view. In S. Björklund, K. Mård-Mietttinen, & M. Södergård (Eds.), Exploring dual-focused education: Integrating language and content for individual and societal needs (pp. 85–109). Centre for Immersion and Multiculturalism.Google Scholar
Somers, T., & Llinares, A.
(2018) Students’ motivation for Content and Language Integrated Learning and the role of programme intensity. International Journal of Bilingual Education and Bilingualism. Advance online publication. CrossrefGoogle Scholar
Spolsky, B.
(1989) Conditions for second language learning. Oxford University Press.Google Scholar
Sunderland, J.
(2000) Issues of language and gender in second and foreign language education. Language Teaching, 33, 203–223. CrossrefGoogle Scholar
Sung, H., & Padilla, A. M.
(1998) Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal, 82(2), 205–216. CrossrefGoogle Scholar
Sylvén, L. K.
(2010) Teaching in English or teaching English? On the effects of Content and Language Integrated Learning on Swedish learners’ incidental vocabulary acquisition. Gothenburg Studies in English 97. University of Gothenburg.Google Scholar
Sylvén, L. K., & Thompson, A. S.
(2015) Language learning motivation and CLIL: Is there a connection? Journal of Immersion and Content-Based Language Education, 3(1), 28–50. CrossrefGoogle Scholar
Thompson, A. S., & Sylvén, L. K.
(2019) CLIL and motivation revisited: A longitudinal perspective. In L. K. Sylvén (Ed.), Investigating Content and Language Integrated Learning: Insights from Swedish high schools (pp. 76–95). Multilingual Matters.Google Scholar
Wiesemes, R.
(2009) Developing theories of practices in CLIL: CLIL as post-method pedagogies? In Y. Ruiz-de-Zarobe & R. M. Jiménez-Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 41–59). Multilingual Matters.Google Scholar
Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S.
(2006) Emotion regulation in children and adolescents. Journal of Developmental & Behavioral Pediatrics, 27(2), 155–168. CrossrefGoogle Scholar