The Role of Motivation in Teaching in CLIL (Content and Language Integrated Learning)

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DC Field	Value
dc.identifier	ECF_book_304
dc.creator	Bier Ada
dc.title	The Role of Motivation in Teaching in CLIL (Content and Language Integrated Learning)
dc.type	Monograph
dc.language.iso	it
dc.description.abstract	There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.
dc.relation.ispartof	SAIL
dc.identifier.doi	10.30687/978-88-6969-213-0
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.issued	2018-04-28
dc.identifier.uri	http://edizionicafoscari.unive.it/en/edizioni4/libri/978-88-6969-214-7/
dc.identifier.issn	2610-9549
dc.identifier.eissn	2610-9557
dc.identifier.isbn	978-88-6969-214-7
dc.identifier.eisbn	978-88-6969-213-0
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
item.fulltext	with fulltext
item.grantfulltext	open
dc.peer-review	no

Monograph
open access

Ada Bier Università Ca’ Foscari Venezia, Italia

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abstract

There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.

Published

April 28, 2018

Language

ISBN (PRINT)

978-88-6969-214-7

ISBN (EBOOK)

978-88-6969-213-0

permalink http://doi.org/10.30687/978-88-6969-213-0

Copyright: © 2018 Ada Bier. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.