On July 23rd -28th, the 18th World Congress of Applied Linguistics will be held in Rio de Janeiro. At this conference the ReN Day will be on July 25th. the CLIL Research Network is pleased to announce the programme of the symposium “Individual Factors in CLIL teachers and learners”:

  • INTRODUCTION (Rick de Graaff & Russell Cross)
  • Individual factors influencing CLIL student choices in the transition from primary to secondary (Elisa Hidalgo-McCabe & María Fernández-Agüero)
    This paper presents a mixed-method analysis of the individual factors influencing CLIL students’ choices in transition between Primary and Secondary. To this end, 157 students were asked on their views on the bilingual programme they study in. The categories emerging from this analysis reveal interesting trends in students’ choices.
  • CLIL students’ motivation towards learning academic subjects in English (Thomas Somers & Ana Llinares)This study focuses on CLIL secondary school students’ motivation towards learning academic subjects in English. Using a specially designed questionnaire, students’ differential motivation is discussed in terms of individual factors such as exposure to English outside the classroom and the high- or low-immersion track in which they have been placed.
  • Underresearched, but highly relevant in language learning: EFL self-concept as an individual factor in CLIL environments (Dominik Rumlich & Julia Reckermann)This presentation explores the relevance of EFL self-concept for language learning in CLIL. Based on quantitative longitudinal data 1,000 secondary students, statistical evaluations confirmed the influence of EFL self-concept on EFL proficiency and interest in EFL classes; results suggest a genuine positive contribution of CLIL to students’ EFL self-concept.
  • BREAK (15 minutes)
  • Chicken or egg? Motivation for or from bilingual education in the Netherlands (Tessa Mearns, Do Coyle & Rick de Graaff)
    A study of individual motivational factors among learners in bilingual and single-language secondary education in the Netherlands. The aims of the study were to establish whether differences existed and in which respects, but also investigate whether learners were motivated for bilingual education or motivated by it.
  • CLIL can vary in each teacher and learner (Shigeru Sasajima)
    This paper tries to answer what CLIL is and focuses on language teacher trainees in order to understand how they see CLIL classrooms. Through their CLIL classroom observation, a variety of attractor states (some patterned outcome) have been identified. The results suggest each individual factor can develop contextualized CLIL pedagogy.
  • DISCUSSION and CONCLUSION (Rick de Graaff & Russell Cross)

Please note registration closes 30 April.