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In:Motivation and Foreign Language Learning: From theory to practice
Edited by David Lasagabaster, Aintzane Doiz and Juan Manuel Sierra
[Language Learning & Language Teaching 40] 2014
► pp. 139–155

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Motivation meets bilingual models

Goal-oriented behavior in the CLIL classroom

 | Universidad Pablo de Olavide, Spain
Published online: 31 July 2014
DOI logo with link
https://doi.org/10.1075/lllt.40.07lor
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 (3)

Cited by three 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. DOI logo
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. DOI logo
Villacañas de Castro, Luis S.
2016. Formulating ‘principles of procedure’ for the foreign language classroom: a framework for process model language curricula. Journal of Curriculum Studies 48:3 ► pp. 367 ff. DOI logo

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