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Students' and Families' Attitudes and Motivations to Language Learning and CLIL: A Longitudinal Study

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San 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

Coteaching in a Science-CLIL Classroom: Changes in Discursive Interaction as Evidence of an English Teacher's Science-CLIL Professional Identity Development

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Valdés-Sánchez, Laura; Espinet, Mariona – International Journal of Science Education, 2020

Multilingual and multicultural societies in Europe pose new challenges for schools and have led to the expansion of the Content and Language Integrated Learning (CLIL) approach to foreign language teaching. English teachers in Catalan primary schools frequently face the challenge of integrating science teaching with foreign language teaching. This…

Descriptors: Team Teaching, Content and Language Integrated Learning, Teaching Methods, Multilingualism