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CLIL experiences in secondary and tertiary education

In search of good practices


Edited By David Lasagabaster and Aintzane Doiz

This volume clearly documenting research into CLIL and EMI settings is welcome and timely. A range of researchers rise to the challenge of providing deeper understanding and interpretations of key issues in ways which enable readers to adapt the approaches and ideas to inform their own practices. The nature of integration underpins each chapter and each study in creative, relevant ways at different levels. Bringing together educationalists, linguists and subject specialists provides a shared context for surfacing deeply held beliefs and providing clearer pathways for closer understanding and adaptations to define, refine and support integrated learning. Moreover, integrating theoretical perspectives and research methods is also a feature of the volume which not only informs classroom practices but also goes further into the motivations which operationalize and underpin current drives towards internationalization in universities. The studies in each of the eight chapters in the volume are usefully built on an in-depth critical review of research in the field which enables the reader to carefully position the research and the challenging questions posed. (Do Coyle, University of Aberdeen)


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Motivational drive of technology-based ‘weak’ version of CLIL (Marta Kopinska)


Marta Kopinska University of the Basque Country UPV/EHU Motivational drive of a technology-based ‘weak’ version of CLIL Abstract: Due to the widespread access to technologies, which has modified our way of living and learning, being an agile user of ICT (Information and Communication Tech- nologies) has become one of the basic skills in our society, on a par with mastering for- eign languages. The integration of technologies in the FL (foreign language) classroom is thus a powerful tool when it comes to boosting learners’ digital and FL competence at the same time. Moreover, technology-supported activities may contribute to engaging students in their learning process and increase their motivation. The present study is part of a longitudinal research, which was conducted in a high school, with the aim of analysing ICT’s purported benefits for learners. The study aims at exploring the effect of ICT integration in the FL classroom on the development of learners’ FL skills, while it also focuses on the attitudinal factors linked to ICT use. The sample was comprised of 147 students, divided into an experimental group, which was involved in ICT-based EFL classes over two school years, and a control group. In this chapter we argue that a ‘weak’ version of language class-driven CLIL, based on the integration of the use of ICT may contribute to improving students’ motivation and their Ideal L2 self (Dörnyei 2005, 2009). The analysis of the issues concerning students’ attitudes and motivation obtained via questionnaires allows us to claim pedagogical implications...

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