Triggers and constraints of lower secondary students’ willingness to communicate orally in English in a CLIL setting in the Norwegian context

• Dina Lialikhova ^[1]
  1. [1] University of Stavanger

     University of Stavanger

     Noruega

     
• Localización: Journal of immersion and content-based language education, ISSN 2212-8433, Vol. 6, Nº. 1, 2018, págs. 27-56
• Idioma: inglés
• DOI: 10.1075/jicb.16013.lia
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article reports on findings from a small-scale qualitative study performed in a CLIL setting in a Norwegian lower secondary school. The study explored the effect of a six-week CLIL intervention project combining history and English on 27 Norwegian ninth graders’ motivation to engage in classroom oral activities and, consequently, their willingness to communicate (WTC) orally, as well as factors triggering and constraining the students’ WTC in the CLIL lessons. Data were collected through classroom observations, teacher pre- and post-interviews, and student pre- and post-questionnaires. The findings revealed that the CLIL intervention had reinforced most students’ motivation and WTC orally compared to their regular EFL lessons. The study adds to the sparse CLIL research in Norway.