How to measure and integrate socio-affective variables in the evaluation of CLIL
(2015) EUROSLA 25 - Second Language Acquisition: Implications for language sciences — Location: Aix-en-Provence, France (26.August.2015)
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- In an era of internationalisation, triggering increased multilingualism, Content and Language Integrated Learning (CLIL) provides an interesting alternative to traditional education for the acquisition of an additional language. A new interdisciplinary research project entitled ‘Assessing CLIL’ has just been launched and aims to tackle the interplay between linguistic, cognitive and educational aspects of the CLIL approach in French-speaking Belgium. Despite abundant literature indicating higher proficiency in the target language for CLIL learners (Admiraal et al. 2006, Dalton-Puffer 2011, Lasagabaster 2008), it largely remains unclear to what extent, in what respect and thanks to which (internal and external) processes/factors CLIL learners outperform traditional learners. The present study is part of this evaluation project and focuses on socio-affective variables. While it is established that language attitudes and motivation play a significant role in language learning (see amongst others Gardner 1985, Dörnyei 2003 and, for Belgium, Mettewie 2004), this study wishes to investigate the attitudinal profiles and motivational processes in CLIL, including the possible impact of different target languages (Dutch and English in this case) and individual variables, compared to non-CLIL contexts. The aim is to isolate and/or integrate into a model, socio-affective variables both as outcomes of the specific language learning and contact situation CLIL and as predictors of linguistic and cognitive variables. Our hypotheses are that CLIL contexts might not only affect language attitudes, but also enhance self-efficacy and perceived task value (Wentzel & Wigfield 2009) and, as such, influence cognitive, linguistic, and socio-cultural outcomes. These hypotheses will be tested through three types of data collection within a longitudinal design, comparing CLIL-pupils in Dutch or English in the 5th and 6th grade of primary and secondary education with equivalent non-CLIL pupils. The first data type consists of a large quantitative background and socio-affective questionnaire, which will be administered at the beginning and end of the overall data collection. In the mean time, complementary qualitative data will be collected through focus group sessions, tackling pupils’ language use, intergroup contacts, attitudes, motivation, emotions and perceptions about the teaching/learning experience in CLIL/non-CLIL. Finally, qualitative and quantitative data will be contrasted with classroom observations in an attempt to capture the role of socio-affective variables within the teaching/learning process in situ.
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De Smet, A., Mettewie, L., & Van Mensel, L. (2015). How to measure and integrate socio-affective variables in the evaluation of CLIL. EUROSLA 25 - Second Language Acquisition: Implications for language sciences, Aix-en-Provence, France. https://hdl.handle.net/2078.5/232881