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Direct linkSan Isidro, Xabier; Lasagabaster, David – Language Learning Journal, 2022
Over the past few years, research has shown that stakeholders involved in CLIL develop positive views and attitudes alongside with higher motivation towards the foreign language (Czura, A., K. Papaja, and M. Urbaniak. 2009. Bilingual education and the emergence of CLIL in Poland. In "CLIL Practice: Perspectives from the Field," ed. D.…
Descriptors: Content and Language Integrated Learning, Longitudinal Studies, Language Attitudes, Learning Motivation
Villabona, Nerea; Cenoz, Jasone – Language, Culture and Curriculum, 2022
Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that…
Descriptors: Content and Language Integrated Learning, Teaching Methods, Second Language Learning, Second Language Instruction
Palacios-Hidalgo, Francisco Javier; Huertas-Abril, Cristina A.; Gómez-Parra, María Elena – Research in Comparative and International Education, 2021
European countries and their regions are trying to develop quality foreign language policies to help citizens become communicatively competent. The Spanish region of Andalusia has implemented Bilingual Education since 2005, whereas in the United Kingdom the take-up rates of languages in schools are low despite the linguistic demands that Brexit…
Descriptors: Cross Cultural Studies, Foreign Countries, Second Language Learning, Second Language Instruction
