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2 - How Can Learners Be Motivated in a Context of Demotivation for Foreign Language Learning?

from Part I - The Educational Context for CLIL

Published online by Cambridge University Press:  27 July 2020

By
Kim Bower
Edited by
Kim Bower ,
Do Coyle ,
Russell Cross  and
Gary N. Chambers
Kim Bower
Affiliation:
Sheffield Hallam University
Do Coyle
Affiliation:
University of Edinburgh
Russell Cross
Affiliation:
University of Melbourne
Gary N. Chambers
Affiliation:
University of Leeds
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Summary

Chapter 2 is divided into four sections. The first presents the theoretical development of motivation theory in language learning contexts, exploring the principles derived over recent decades that have informed where we are now in the context of CLIL. The second section explores models that have been developed to conceptualize motivation in language learning contexts. The third investigates how the final model, the process motivation model (PMM), initially developed specifically for CLIL contexts, can be used by teachers and researchers to identify and explore aspects of provision that are motivating for learning and teaching and for research. The PMM is a framework for supporting CLIL teaching practices informed by theories on L2 motivation. Bringing a motivational lens to classroom practice can enable a close, deep reflection on a specific aspect of learning. Finally, implications for future scholarship and practice are considered.

Keywords

learner motivation frameworklanguage learningL2 motivation theoryCLIL teaching practices
Type
Chapter
Information
Curriculum Integrated Language Teaching
CLIL in Practice
 , pp. 22 - 42
Publisher: Cambridge University Press
Print publication year: 2020

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