Remedying Foreign Language Anxiety through CLIL? A mixed-methods study with pupils, teachers and parents

Simons, Mathea; Vanhees, Claudio; Smits, Tom; Putte, Karen Van De

doi:10.4995/rlyla.2019.10527

Cited by 8 publications

(5 citation statements)

References 41 publications

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“…higher socio-economic status and nonverbal intelligence, and lower school failure) of the learners participating in this approach in primary and secondary education. Simons et al (2019) also found that feelings of anxiety in a group of secondary CLIL students decreased after one year of CLIL education, albeit slightly, due to their growing confidence to use the FL.…”

Section: Vial N_20 -2023mentioning

confidence: 87%

“…Given the vanishing effects of CLIL on gender differences in motivation, it may be the case that this approach helps to reduce the gender-based divergence in our participants' anxiety levels. Yet, Simons et al (2019) observed that female CLIL learners were more inclined to FLA than their male peers.…”

Section: Gender Differences In Flamentioning

confidence: 96%

“…The influence of CLIL in FLA was regarded as positive when CLIL learners were found to experience less FLA than their non-CLIL counterparts in many studies (De Smet et al, 2018;Heras Aizpurua, 2016;Simons et al, 2019;Thompson & Sylvén, 2015). In Spain, Heras Aizpurua (2016) observed that CLIL secondary education students felt less anxiety using English when compared to their EFL peers.…”

Section: Vial N_20 -2023mentioning

confidence: 99%

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An analysis of language anxiety in English and Basque-Medium Instruction: A study with primary school students

Arruabarrena

Herrarte

2023

VIAL

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In an era of globalisation, acquiring communicative competence in foreign languages has become an educational priority, and in this scenario, Content and Language Integrated Learning (CLIL) emerged as a European endeavour to improve students’ foreign language proficiency. In the Basque Autonomous Community (BAC), learners are required to deal with the coexistence of three languages in the school curriculum, which may be regarded as an anxiety-provoking process. Through a mixed method approach, this study explores the interaction between language anxiety and the language of instruction in the case of 89 primary education students in the BAC, along with the effects of students’ gender, linguistic repertoire and achievement on anxiety means. Results indicated that participants experienced significantly more anxiety in their English subjects than in their Basque subjects. Moreover, students speaking Spanish at home or scoring lower grades in both instruction types exhibited higher anxiety levels, and this trend diminished in the case of females. These findings reveal the challenging nature of anxiety, an affective factor that should be taken into consideration in the implementation of language teaching methodologies.

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Section: Vial N_20 -2023mentioning

confidence: 87%

Section: Gender Differences In Flamentioning

confidence: 96%

Section: Vial N_20 -2023mentioning

confidence: 99%

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An analysis of language anxiety in English and Basque-Medium Instruction: A study with primary school students

Arruabarrena

Herrarte

2023

VIAL

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“…The classroom, and in particular the language classroom, has frequently been recognized as a high stress-inducing context, the latter being associated with the negative phenomenon of foreign language anxiety (e.g., Simons et al, 2019). It is undeniable that pupils under the age of 16 have not chosen to be at school, nor have they chosen to be in their teachers' classes.…”

Section: A the Main Tenets For Developing Sel Through Clilmentioning

confidence: 99%

CLIL and Social and Emotional Learning in Early Bilingual Education: Compatible and Mutually Beneficial

Mortimore

2023

jltr

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This article focuses on a key issue for the holistic education of the young child in the bilingual classroom: the optimal development of social and emotional competence when learning takes place in another language. Social and emotional learning (SEL) has been referred to as “the substance of education itself” by the National Commission on Social, Emotional, and Academic Development (2019, p. 6) and research shows that the beneficial effects on the wellbeing of young children are deep-reaching and long-lasting. The recent growth of bilingual education in early childhood has propelled Content and Integrated Learning (CLIL) to the forefront of teacher training, methodology, and research into the teaching and learning processes of young children in bilingual classrooms. However, there is a dearth of research investigating the development of SEL in early CLIL. In this context, this article reviews and brings together existing literature of SEL and CLIL and argues that the main tenets of both are highly compatible. Examination of research highlights the key role played by classroom climate for the effective implementation of SEL through CLIL, and the challenges faced through an absence of specific legislation and teacher training. Finally, this article proposes how pedagogical strategies might be successfully established within the lower and pre-primary CLIL classroom that are mutually beneficial to both the development of bilingual education and young children’s social and emotional wellbeing.

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“…Consequently, the search for a reliable method to reinforce educational mediation, knowledge and foreign language at school successfully led to the Content and Language Integrated Learning approach. Additionally, several studies analysed CLIL implementation in different countries and detected its positive results on pupils` English as a Foreign Language (EFL) outcomes (Brevik & Moe, 2012;Delliou & Zafiri, 2016) or even selfconfidence to use foreign language (Simons et al, 2019). There is also a specific recognition on the part of teachers, for whom content training in English is beneficial for students` communicative and content skills.…”

Section: Introductionmentioning

confidence: 99%

From On-site to Online Class: The Role of Mediation in Online Teaching Simulation

Polyakova

García

2021

JLE

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This paper presents the findings of a pilot study that explored the relationship between mediation and teaching simulation activities during a postgraduate course for CLIL (Content and Language Integrated Learning). A controversial factor of the experiment was the overall lockdown that happened in Spain during the Spring through Summer of 2020. These extenuating circumstances compelled the lecturers to innovate by transforming a traditional on-site classroom practice into an online training opportunity. There were forty-two participants in the English language training for the content teacher's course. This pilot project was taught at the Catholic University of Valencia. The pilot study's outcomes were the display of feasibility of the curricular adaptation by providing (1) CLIL teaching simulation planning, (2) teaching simulation assessment sheet and (3) questionnaire responses, all of them closely related to mediation and online education. The analysis of the data collected through the study outcomes yielded positive effects of the methodology used. Therefore, the initial results suggest the possibility of this curricular update. We recommend developing the connection between mediation, online instruction and CLIL teacher training opportunities by applying the lessons learned in an authentic school setting.

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Remedying Foreign Language Anxiety through CLIL? A mixed-methods study with pupils, teachers and parents

Cited by 8 publications

References 41 publications

An analysis of language anxiety in English and Basque-Medium Instruction: A study with primary school students

An analysis of language anxiety in English and Basque-Medium Instruction: A study with primary school students

CLIL and Social and Emotional Learning in Early Bilingual Education: Compatible and Mutually Beneficial

From On-site to Online Class: The Role of Mediation in Online Teaching Simulation

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