ABSTRACT

Over the past few years, research has shown that stakeholders involved in CLIL develop positive views and attitudes alongside with higher motivation towards the foreign language (Czura, A., K. Papaja, and M. Urbaniak. 2009. Bilingual education and the emergence of CLIL in Poland. In CLIL Practice: Perspectives from the Field, ed. D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M.J. Frigols-Martín, S. Hughes, and G. Langé, 172–178. Finland: University of Jyväskylä; Doiz, A., D. Lasagabaster, and J. M Sierra. 2014. CLIL and motivation: the effect of individual and contextual variables. Language Learning Journal 42, no. 2: 209–224; Pladevall-Ballester, E. 2015. Exploring primary school CLIL perceptions in Catalonia: students’, teachers’ and parents’ opinions and expectations. International Journal of Bilingual Education and Bilingualism 18, no. 1: 45–59). Although there is plenty of literature dealing with teachers’ perceptions, there does, however, seem to be a need for research (1) addressing families’ and students’ attitudes and motivations, and (2) stretching over time. Of the few existing longitudinal studies, the one conducted by Lasagabaster and Doiz's (2017. A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics 38: 688–712) suggested that motivation towards the foreign language might not be sustained in the long term. This article encompasses a two-year longitudinal quantitative study on two groups of students (n = 20 and n = 24) and their families (n = 20 and n = 24). It deals with stakeholders’ attitudes and motivations towards language learning within a multilingual CLIL environment, a medium-sized rural high school in Galicia (Northern Spain). The findings reported show that both CLIL and non-CLIL students as well as their parents developed long-term positive attitudes and motivation towards language learning, although CLIL students and their parents improved their attitudes to a greater extent.

摘要

在过去的几年中，研究表明参与 CLIL 的利益相关者会形成积极的观点和态度，同时对外语有更高的积极性（Czura, A., K. Papaja 和 M. Urbaniak。2009。双语教育和波兰的 CLIL。在CLIL 实践中：来自现场的观点，编辑 D. Marsh、P. Mehisto、D. Wolff、R. Aliaga、T. Asikainen、MJ Frigols-Martín、S. Hughes 和 G. Langé，172 –178. 芬兰：于韦斯屈莱大学；Doiz, A.、D. Lasagabaster 和 J. M Sierra. 2014. CLIL 和动机：个体和上下文变量的影响。语言学习杂志42，第 2 期：209–224 ; Pladevall-Ballester, E. 2015。探索加泰罗尼亚小学 CLIL 的看法：学生、教师和家长的意见和期望。国际双语教育与双语杂志18, no. 1：45-59）。尽管有大量关于教师观念的文献，但似乎确实需要研究（1）解决家庭和学生的态度和动机，以及（2）随着时间的推移而延伸。在少数现有的纵向研究中，由 Lasagabaster 和 Doiz 进行的一项（2017。关于 CLIL 对情感因素影响的纵向研究。应用语言学38：688-712）表明，外语的动机可能不会持续到长期。本文包含对两组学生（n  = 20 和n  = 24）及其家庭（n = 20 和n  = 24)。它涉及利益相关者在多语言 CLIL 环境中对语言学习的态度和动机，这是一所位于加利西亚（西班牙北部）的中型农村高中。报告的调查结果表明，CLIL 和非 CLIL 学生及其父母都对语言学习产生了长期的积极态度和动力，尽管 CLIL 学生及其父母在更大程度上改善了他们的态度。