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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
  • Edited by Kim Bower, Sheffield Hallam University, Do Coyle, University of Edinburgh, Russell Cross, University of Melbourne, Gary N. Chambers, University of Leeds
  • Book:
    Curriculum Integrated Language Teaching
    Published online:
    27 July 2020
    Print publication:
    09 July 2020, pp 22-42

  • 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.