A preliminary study on motivation and gender in CLIC and non- CLIL types of instruction

Fontecha, Almudena Fernández; Alonso, Andrés Canga

doi:10.6018/ijes/14/1/156681

Cited by 27 publications

(21 citation statements)

References 46 publications

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“…In conclusion, the scarcity of differences between both males and females in terms of the overall self-reported use of CSs seem to be in line with those studies conducted in CLIL settings that credit a vanishing effect on gender-related differences (Fernández Fontecha & Canga Alonso, 2014;Heras & Lasagabaster, 2015). However, in the light of the intragroup analysis, we can conclude that females tend to avoid answering if they are not sure whereas males prefer to guess (see Prieto & Delgado, 1999) and feel more at ease in ambiguity.…”

Section: Discussionsupporting

confidence: 89%

“…También muestran tener mejor actitud y mayor motivación (Spolsky, 1989) (Fernández Fontecha & Canga Alonso, 2014).…”

Section: Abstract: Gender Compensatory Strategies Clil L3 Englishunclassified

“…Individual variables such as attitudes and motivation have also received increasing attention in CLIL research (e.g., Lasagabaster, 2011). But other variables, such as gender, have been scarcely looked into (Fernández Fontecha & Canga Alonso, 2014;Heras & Lasagabaster, 2015;Roquet, Llopis, & Pérez-Vidal, 2016).…”

Section: Gender and Clil Programmesmentioning

confidence: 99%

“…They also have more positive attitudes and greater motivation (Spolsky, 1989). Nevertheless, these tendencies have been found to be blurred in meaning-oriented approaches such as Content and Language Integrated Learning (CLIL) (Fernández Fontecha & Canga Alonso, 2014;Heras & Lasagabaster, 2015), even though this type of research is still preliminary as conflicting evidence has also been obtained (Lasagabaster, 2008;Roquet, LLopis, & Pérez-Vidal, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…12795/elia.2017.i17.03 Gender effects on strategic competence: a survey study on compensatory... Content and Language Integrated Learning (CLIL) (Fernández Fontecha & Canga Alonso, 2014).…”

mentioning

confidence: 99%

See 4 more Smart Citations

Gender effects on strategic competence: A survey study on compensatory strategies in a CLIL context

Basterrechea¹,

Martínez-Adrián²,

Puerto³

2017

Elia

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Section: Discussionsupporting

confidence: 89%

“…También muestran tener mejor actitud y mayor motivación (Spolsky, 1989) (Fernández Fontecha & Canga Alonso, 2014).…”

Section: Abstract: Gender Compensatory Strategies Clil L3 Englishunclassified

Section: Gender and Clil Programmesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Gender effects on strategic competence: A survey study on compensatory strategies in a CLIL context

Basterrechea¹,

Martínez-Adrián²,

Puerto³

2017

Elia

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Challenging the Notion ofCLILElitism: A Study of Secondary School Students' Motivation for ChoosingCLILin Norway

Bakken

Brevik

2022

TESOL Quarterly

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Content and Language Integrated Learning (CLIL) has been criticized for being elitist and increasing social differences. This study challenges the notion of elitism by investigating why lower secondary school students attending schools characterized by variations in socio-economic status (SES) choose to apply for a CLIL program. A content analysis was conducted of 85 motivation letters written by students as part of the application process to two CLIL programs in Norway and of focus group interviews with 102 students during their first, second, or third years in these programs. The findings showed that the main motivation for applying to a CLIL program at both schools was to improve English competence and be part of a positive, bilingual, and challenging learning environment. There were also important differences. For students at the school with high SES, the program was a good fit for their already internationally oriented lifestyle. However, students at the school with low SES perceived CLIL as a step toward a brighter future through social mobility. These results show that a discussion of the possible elitism of CLIL education cannot be based solely on a comparison between the motivations and academic achievements of students inside and outside CLIL programs.

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Language learning strategy reported choice by bilingual children in CLIL: The effect of age, proficiency and gender in L3 learners of English

Milla

Gutierrez-Mangado

2019

System

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A preliminary study on motivation and gender in CLIC and non- CLIL types of instruction

Abstract: IJES UNIVERSITY OF MURCIA http://revistas.um.es/ijes A preliminary study on motivation and gender in CLIL and non-CLIL types of instruction ALMUDENA FERNÁNDEZ FONTECHA & ANDRÉS CANGA ALONSO*

Cited by 27 publications

References 46 publications

Gender effects on strategic competence: A survey study on compensatory strategies in a CLIL context

Gender effects on strategic competence: A survey study on compensatory strategies in a CLIL context

Challenging the Notion ofCLILElitism: A Study of Secondary School Students' Motivation for ChoosingCLILin Norway

Language learning strategy reported choice by bilingual children in CLIL: The effect of age, proficiency and gender in L3 learners of English

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