Content and Language Integrated Learning (CLIL) in England: impact on primary students’ motivation
Outline of research project
During my career as both a foreign languages primary specialist and a teacher trainer, I have explored the potentials of different methodological approaches.
A recent trend in language education is Content and Language Integrated Learning (CLIL). CLIL refers to teaching subject content (art, history, science,…) to students through a foreign language with an integration of meaning and linguistic forms. While CLIL in non-Anglophone countries has become a key area of curriculum innovation, in Anglophone contexts, such as England, it is used to a far lesser extent.
One of the claims by CLIL advocates is that this approach can positively influence learners’ motivation, considered one of the crucial factors affecting the language learning process. However, academic research findings on this aspect are not that clear-cut.
Having explored CLIL and motivation at Masters Level and as a CLIL practitioner, I am keen to research this further. My study will investigate how this approach can impact on primary pupils’ motivation and their self-concept as language learners in England when the target languages are Italian, French and Spanish.
The research will contribute in gaining a deeper understanding of CLIL implementation in primary school and of motivation in foreign language learning, responding to the call for the promotion and research on CLIL in languages other than English.
Bower, K.(2017).Speaking French alive’: learner perspectives on their motivation in Content and Language Integrated Learning in England, Innovation in Language Learning and Teaching
Coyle, D., Hood, P., Marsh, D.(2010). CLIL Content and Language Integrated Learning. Cambridge: CUP
Dornyei, Z.,Ushioda, E.(Ed).(2009). Motivation, language identity and the L2 self. Bristol: Multilingual Matters
Llinares, A. (2017). Learning how to mean in primary School CLIL Classroom. In: Garcia Mayo, M.P. (ed)(2017). Learning Foreign Languages in Primary School. Bristol: Multilingual Matters
Measso, M. (2016). The Impact Of Content And Language Integrated Learning On Motivation in Second Language Learning in Primary School. (Unpublished MA Dissertation). University of Westminster, London, England
Director of studies
Prof. Kim Bower
Prof. Diana Ridley
Expected Completion date