Lexical availability and motivation in CLIL: the effects of language of instruction and gender
type: CreativeWork
description: Over the last two decades, Content and Language Integrated Learning (CLIL) has become widely implemented throughout Spain, with the hope of enhancing foreign-language abilities and encouraging multilingualism (Ruiz de Zarobe & Lasagabaster, 2010). However, there has been such enthusiasm for the approach that its implementation has largely outpaced research into its effectiveness (Pérez-Cañado, 2012). In particular, there are four key issues which need to be addressed: the language of instruction, the acquisition of vocabulary, the learners’ motivation, and the influence of gender. Firstly, the vast majority of CLIL programmes throughout Spain are taught through the medium of English, prompting the use of the term CEIL (content-and-English integrated learning) (Dalton-Puffer, 2011). However, several schools also implement programmes through other important target languages (TLs) such as French (Ruiz de Zarobe & Lasagabaster, 2010). These languages other than English, however, have largely been neglected, both in research and practice. Within CLIL research Dalton-Puffer, Nikula and Smit (2010) have consequently called for comparative research across different TLs, so as to provide insight into the strengths and weaknesses of CLIL language-independently. Secondly, CLIL modules have been shown to produce positive effects on students' learning of content-related vocabulary (Heras & Lasagabaster, 2015). Within the field of lexical availability (LA), there have been recent calls to better understand this effect, by focusing on LA prompts which may be relevant to the CLIL subject and by including some measure of proficiency in order to determine its influence (Canga Alonso, 2017). Thirdly, motivation is well understood as an undeniably important factor in learning a foreign language (FL) and has been found to play a more significant role in CLIL than in non-CLIL settings (Navarro & García Jiménez, 2018). However, there may be a fundamental difference between the motivation …
abstract: Over the last two decades, Content and Language Integrated Learning (CLIL) has become widely implemented throughout Spain, with the hope of enhancing foreign-language abilities and encouraging multilingualism (Ruiz de Zarobe & Lasagabaster, 2010). However, there has been such enthusiasm for the approach that its implementation has largely outpaced research into its effectiveness (Pérez-Cañado, 2012). In particular, there are four key issues which need to be addressed: the language of instruction, the acquisition of vocabulary, the learners’ motivation, and the influence of gender. Firstly, the vast majority of CLIL programmes throughout Spain are taught through the medium of English, prompting the use of the term CEIL (content-and-English integrated learning) (Dalton-Puffer, 2011). However, several schools also implement programmes through other important target languages (TLs) such as French (Ruiz de Zarobe & Lasagabaster, 2010). These languages other than English, however, have largely been neglected, both in research and practice. Within CLIL research Dalton-Puffer, Nikula and Smit (2010) have consequently called for comparative research across different TLs, so as to provide insight into the strengths and weaknesses of CLIL language-independently. Secondly, CLIL modules have been shown to produce positive effects on students' learning of content-related vocabulary (Heras & Lasagabaster, 2015). Within the field of lexical availability (LA), there have been recent calls to better understand this effect, by focusing on LA prompts which may be relevant to the CLIL subject and by including some measure of proficiency in order to determine its influence (Canga Alonso, 2017). Thirdly, motivation is well understood as an undeniably important factor in learning a foreign language (FL) and has been found to play a more significant role in CLIL than in non-CLIL settings (Navarro & García Jiménez, 2018). However, there may be a fundamental difference between the motivation …
author: Geoghegan, Leah
language: eng
date published: 2022
date modified: 2026-07-24T06:27:03Z
provider: Dialnet
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Universidad de La Rioja (España)