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Content and language integrated learning (CLIL) is often introduced in school settings in an attempt to increase exposure to the foreign language (FL) and promote motivation and positive language attitudes. The present study examines how language learning motivation develops over the course of two academic years in two types of instruction setting (CLIL and non-CLIL) with equal but low exposure to the FL and in two types of CLIL subject (science and arts and crafts). Data were collected from four primary schools in fifth and sixth grades by means of a motivation questionnaire. Differences between groups are observable in relation to the second language (L2) learning experience dimension of motivation in favour of the CLIL learners, who increased their motivation over time. Type of CLIL subject was found to be relevant also only in relation to the L2 learning experience dimension of motivation. Even in low exposure contexts, FL motivation is promoted and maintained over time by adding CLIL to the language experience of young learners.

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HEIs (Higher education institutions) in mainland China are making enormous efforts to implement internationalization. As a result, EMI (English-medium instruction) courses are growing rapidly in number and popularity while relevant research is still insufficient in comparison to European countries. Besides, although much existing research has explored students' beliefs and attitudes towards EMI, little is known on whether their beliefs and attitudes may change over time or after the completion of a course, and on whether students' experiences in different EMI courses may differ. This paper specifically reports on students' perspectives towards different EMI disciplinary courses: International Trade, Film Production and Project Management. Pre-post semester student questionnaires are analyzed both quantitatively and qualitatively. Results show that students were generally positive towards EMI courses but their attitudes changed to worse at the end of the semester. Students in the International Trade course had more positive attitudes than students in the Film Production and Project Management groups. Findings are discussed in relation to classroom teaching practices in the three groups, which were observed three times over the semester. Finally, teaching implications and language policy-related decisions are also considered.

This study compares the development of English receptive skills of two groups of Spanish primary school children who were exposed to two different content and language integrated learning (CLIL) subjects, science and arts and crafts (A&C), during two academic years. Participants were also divided into level groups to explore if their level of English at the beginning of the study influenced language development. Science students generally obtained better results than A&C students but such differences became significant only in the case of listening skills after a certain amount of exposure had been accumulated, once the CLIL implementation process was over and all stakeholders had adapted to it. Low achievers improved more than stronger students and benefitted more from Science than from A&C CLIL, particularly in relation to their listening comprehension skills.Este estudio compara el desarrollo de las habilidades receptivas en inglés de dos grupos de estudiantes españoles de educación primaria que fueron expuestos a dos asignaturas AICLE, Ciencias y Plástica respectivamente, durante dos cursos académicos. Los participantes fueron divididos en grupos de nivel para analizar si su nivel de competencia lingüística al inicio del estudio tuvo algún efecto en el desarrollo de las destrezas lingüísticas analizadas durante el estudio. Los estudiantes expuestos a AICLE en Ciencias obtuvieron resultados significativamente mejores en la comprensión auditiva que los que fueron expuestos a AICLE en Plástica, después de haber acumulado exposición a la lengua y una vez que el proceso de implantación AICLE había finalizado y todos los participantes se habían adaptado al cambio de enfoque de instrucción. Los estudiantes cuya competencia lingüística era más baja al inicio del estudio progresaron más que los estudiantes con una competencia lingüística superior, en especial dentro del grupo AICLE de Ciencias y en relación a la comprensión auditiva.Palabras clave: AICLE, aprendices jóvenes, habilidades de comprensión auditiva y lectora, estudiantes con un nivel de competencia lingüística bajo/ alto