A Reflection on Content and Language Integrated Learning (CLIL)

Hossein Zamani

(MA Student in DISE)

Mcgill University

CLIL theory and empirical reality Two sides of the same coin?

Dominik Rumlich University of Duisburg-Essen (Advisors: Bernd Rueschoff and Detlev

Leutner)

A Longitudinal Study on the Impact of CLIL on Affective Factors

DAVID LASAGABASTER and AINTZANE DOIZ

The two studies are longitudinal models which account for the effect of CLIL program on

EFL proficiency and some affective factors.

The results of research on CLIL show that CLIL students enjoy an additional school year

as well as the facilitative influence of Selection, Preparation and Classroom

Composition which are the determinants of CLIL-students superiority over the other

two non-CLIL strands in EFL proficiency, EFL self-concept and EFL interest

(Rumlich, 2017). The future implication of this would be the enhancement of students

contribution in classroom activities as they feel more self-confident about their language

proficiency.

However, Lasagabaster and Dioz (2015) consider motivation factor in participating in a

CLIL program, where English is the language of instruction. The result of their study
displays a temporary direct relationship between motivation and EFL Proficiency since

its so-called glory effects (Cialdini et al, 1976) ebb away throughout the program. This

notion could be enhanced by the findings of Rumlich, (2017) who argues that unlike

positively selected CLIL students, non-CLIL students, primarily taking pride in being in

the CLIL program, suffer from the ramifications of being negatively selected leading to

moving slowly ahead in the program compared to regular students (not being in the CLIL

school) (Rumlich, 2017). On the other hand, unlike other foreign languages, the

hegemony of English language, which translates into prospective instrumentality of the

language for students, permeates students metalinguistic awareness of EFL and not to

mention their determination to continue learning the subject content (Lasagabaster and

Dioz, 2015). These results could be implicated in raising awareness of students of the

significance of a domineering language (English) which is currently the most required

and demanded language in the future job market than many other foreign languages.

Another affective factor called parental encouragement is purported to go hand-in-hand

with motivation, which wanes in higher levels. On the contrary, anxiety, being another

affective factor, waxes increasingly in students of higher levels (year 4 and 5) which is

likely to be the effect of age factor as students become more obsessive about their

sentence formation (Lasagabaster and Dioz, 2015). The suggestions of these findings are

that as students become less responsive to parental encouragement at higher levels, this

could imply that students are building a sense of independence and self-reliance. In

addition, a small proportion of anxiety could be facilitative (Alpert and Haber, 1960)

which would result in improved performance and language learning.