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Motivation and Foreign Language Learning: From theory to practiceEdited by David Lasagabaster, Aintzane Doiz and Juan Manuel Sierra
[Language Learning & Language Teaching 40] 2014
► pp. 139–155
Edited by David Lasagabaster, Aintzane Doiz and Juan Manuel Sierra
[Language Learning & Language Teaching 40] 2014
► pp. 139–155
Motivation meets bilingual models
Goal-oriented behavior in the CLIL classroom
Content and Language Integrated Learning appeared in Europe as a long-awaited alternative to unsubstantiated foreign language approaches, which fell short of meeting the multilingual standards of a society marked by language diversity. Because of L2 content being programmed as content teaching rather than language teaching in CLIL and also because of the ensuing curriculum and method implications, students’ response to CLIL are more positive and engaging than in EFL. This chapter explores the reasons why CLIL mobilizes students’ attitudes, goals and responses – as an ultimate evidence of motivated behavior – and shows examples of CLIL material design that are explanatory of students being involved in a new language experience.
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Cited by (2)
Cited by two other publications
Ferrando, Ernesto
2023. La motivación en la enseñanza de segundas lenguas: aproximación teórico-práctica en el ámbito del enfoque integrado AICLE. Lengua y Sociedad 22:1 ► pp. 117 ff. 
Zheng, Ying, Yanbin Lu & Jia Li
2023. Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program. Foreign Language Annals 56:3 ► pp. 720 ff.
This list is based on CrossRef data as of 24 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.