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Martínez Agudo, Juan de Dios – Language, Culture and Curriculum, 2022
Since the interaction of individual variables with learning outcomes has been relatively neglected in the CLIL (Content and Language Integrated Learning) research agenda (Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. "The Language Learning Journal," 42(2),…
Descriptors: Content and Language Integrated Learning, Gender Differences, Elementary Secondary Education, Bilingual Education
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Martínez Agudo, Juan de Dios – Language and Education, 2021
The few studies conducted to date on the affective dimension of CLIL (Content and Language Integrated Learning) have predominantly focused on the relationship between motivation and language attainment, which points to a need for further investigation. To this end, this cross-sectional study aims at researching the degree of correlation between…
Descriptors: Content and Language Integrated Learning, Second Language Learning, Learning Motivation, Secondary School Students
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Hughes, Stephen P.; Madrid, Daniel – Language Learning Journal, 2020
The adoption of Content and Language Integrated Learning (CLIL) in Spain has affected educational spending and introduced modifications in learning and assessment procedures for students. While positive effects are noticeable in terms of language learning, evidence concerning the impact on non-linguistic subject areas has been less forthcoming.…
Descriptors: Monolingualism, Course Content, Interdisciplinary Approach, Teaching Methods