Abstract
Research has suggested that motivation plays a significant role in
language learning but that females tend to be more motivated language
learners than males. Content and language integrated learning (CLIL) has
been suggested as a means of narrowing this motivational gender gap,
although there is as yet little empirical evidence to support this
claim. In the current study, data regarding the motivation of 581
learners in bilingual and mainstream tracks of Dutch secondary education
were analysed for interaction effects in terms of Gender, Education
Type, and Year of CLIL study. In this context, it seemed that boys who
had chosen bilingual education were the most positive and motivated
regarding the learning of English, although girls had more positive
attitudes regarding languages in general. No interactions were observed
between Gender, Education Type, and Year, suggesting that existing
differences may have influenced boys’ decision to follow bilingual
education rather than the reverse.
Original language | English |
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Pages (from-to) | 1-26 |
Number of pages | 26 |
Journal | Journal of Immersion and Content-Based Language Education, |
Volume | 6 |
Issue number | 1 |
DOIs | |
Publication status | Published - Jan 2018 |
Keywords
- bilingual education
- CLIL
- gender
- L2 Motivational Self System
- motivation
- Netherlands