ABSTRACT

This study looks into the affective factors influencing students’ experiences in Content and Language Integrated Learning (CLIL) at the beginning of bilingual secondary education (at the age of 11–12), when being streamed into two strands with a different degree of exposure to CLIL, depending on their linguistic competence. Results were drawn from 10 structured interviews with students spotted as salient cases in 157 validated questionnaires. Students’ responses to the interviews were analyzed following Grounded Theory. The categories emerging from the analysis are related to students’ values, attitudes and beliefs towards bilingual education, their motivation, perceptions on learning and degree of satisfaction with their strand. Our findings indicate that instrumental motivation plays an important role in these students’ views, which vary depending on the strand: i.e., students in the high-exposure strand seem to see themselves more at ease and in control of their choices, whereas low-exposure strand students experience more ambivalence over the transition.

摘要

本研究调查了影响学生在双语中等教育开始时（11-12 岁）在内容和语言综合学习 (CLIL) 中体验的影响因素，当被分成两个不同程度的接触程度时CLIL，取决于他们的语言能力。结果来自对 157 份经过验证的问卷中发现的突出案例的学生进行的 10 次结构化访谈。根据扎根理论分析学生对访谈的反应。分析中出现的类别与学生对双语教育的价值观、态度和信念、他们的动机、对学习的看法以及对他们的学习内容的满意度有关。我们的研究结果表明，工具性动机在这些学生的观点中起着重要作用，