Language Attitudes in CLIL and Traditional EFL Classes

By D. Lasagabaster, J. Sierra. 2009

243 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e29aecfad1deacdc32caf59a0d23188018d8458a

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Citations in the corpus

Is English-medium instruction effective in improving Chinese undergraduate students' English competence? (2014, background): “Thus, the present study does not corroborate previous findings about positive effects of EMI on English proficiency (e.g., Lasagabaster 2008; Lo & Murphy 2010) and on affect in English learning and use (e.g., Lasagabaster & Sierra 2009; Maillat 2010; Nikula 2007).”
CLIL classroom discourse: Research from Europe (2013, background): “CLIL has often been distinguished from immersion in that the language of instruction is a foreign language and, therefore, rarely present (or not present at all) in the social context outside the classroom (i.e., Lasagabaster & Sierra, 2009).”
Is CLIL so beneficial, or just selective? Re-evaluating some of the research (2011, background): “…assumed that making academic content the goal of the learning in the FL will increase motivation, when actually the opposite could be possiblee see Seikkula-Leino (2007) on the possible negative effects of CLIL on self-esteem or Lasagabaster and Sierra (2009) below on the drop in interest in CLIL.”
A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong (2014, background): “Social and psychological benefits have also been observed, in the sense that students learning through L2 felt more confident when speaking to native speakers and developed more positive attitudes toward L2 (Lasagabaster & Sierra, 2009; Merisuo-Storm, 2006).”
Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme (2015, background): “For instance, learners’ self-esteem, interest, participation and interaction in the CLIL classroom have been shown to drop or to be limited (Lasagabaster and Sierra 2009; Lim Falk 2008 quoted in Sylven 2013; Ruiz de Zarobe 2013; Seikkula-Leino 2007).”
The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “The results seem to indicate that EMI may help to ease the language tensions that usually emerge when different languages are in contact (Lasagabaster & Sierra, 2009).”