Authenticity and motivation in soft CLIL
This talk discusses materials in CLIL, specifically looking at the issue of authenticity, which is often a defining aspect of the CLIL approach. Authenticity connects to motivation, again providing a central justification to CLIL implementation and practise. The talk examines problems related to authenticity in CLIL materials, and suggests practical solutions.
This talk examines the difficult issue of materials in CLIL. Textbooks grounded in CLIL approaches pose a dilemma for publishers, as they necessitate content-specific, context-specific and learner-specific material. This is at odds with many international publishers’ business models, which tend to favour generic course books which can sell widely across different cultural, linguistic and educational markets. Yet, due to the importance of CLIL as a ‘brand name’, many FL course books have incorporated superficial elements of CLIL into their pages which fail to promote meaningful forms of weak bilingual education. This is potentially damaging to the image of CLIL approaches, as it represents a watering-down of the core approach. Branding FL materials as CLIL could see a weakening of one of the central arguments and defining features of CLIL; namely authenticity. It has been argued that authenticity is ‘intrinsic to CLIL’ and as such provides the main argument as to why CLIL is potentially more motivating (and thus more likely to yield successful learning outcomes) than other, more traditional, foreign language teaching approaches. In this talk I will outline these issues and provide practical examples along with suggestions for practitioners seeking praxis between the theoretical underpinnings of CLIL and actual classroom practice.
References from the talk
Anderson, B. (2006). Imagined communities: Reflections on the origin and spread of nationalism (Revised ed.). London: Verso.
Banegas, D. L. (2013). The integration of content and language as a driving force in the EFL lesson. In E. Ushioda (Ed.), International perspectives on motivation (pp. 82-97). London: Palgrave Macmillan.
Banegas, D. L. (2014). An investigation into CLIL-related sections of EFL coursebooks: issues of CLIL inclusion in the publishing market. International Journal of Bilingual Education and Bilingualism, 17(3), 345-359. doi:10.1080/13670050.2013.793651
Banegas, D. L., Pavese, A., Velázquez, A., & Vélez, S. M. (2013). Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning. Educational Action Research, 21(2), 185-201. doi:10.1080/09650792.2013.789717
Dalton-Puffer, C., Llinares, A., Lorenzo, F., & Nikula, T. (2014). “You Can Stand Under My Umbrella”: Immersion, CLIL and Bilingual Education. A Response to Cenoz, Genesee & Gorter (2013). Applied Linguistics, 35(2), 213-218. doi:10.1093/applin/amu010
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014a). CLIL and motivation: the effect of individual and contextual variables. The Language Learning Journal, 42(2), 209-224. doi:10.1080/09571736.2014.889508
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014b). Giving voice to the students: what (de)motivates them in classes? In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (Vol. 40, pp. 117-138). Amsterdam: John Benjamins Publishing Company.
Graddol, D. (2006). English next : why global English may mean the end of ‘English as a foreign language’. London: British Council.
Ikeda, M. (2016). CLIL活用の新コンセプトと新ツール [CLIL’s utilization of new tools and concepts]. In M. Ikeda, Y. Watanabe, & S. Izumi (Eds.), CLIL: New Challenges in Foreign Language Education at Sophia University (Vol. 3: Lessons and Materials, pp. 1-29). Tokyo: Sophia University Press.
Lasagabaster, D., Doiz, A., & Sierra, J. M. (Eds.). (2014). Motivation and foreign language learning: From theory to practice (Vol. 40). Amsterdam: John Benjamins Publishing Company.
Lorenzo, F. (2014). Motivation meets bilingual models: goal-oriented behaviour in the CLIL classroom. In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (Vol. 40, pp. 139-155). Amsterdam: John Benjamins Publishing Company.
Pinner, R. S. (2013a). Authenticity and CLIL: Examining authenticity from an international CLIL perspective. International CLIL Research Journal, 2(1), 44 – 54.
Pinner, R. S. (2013b). Authenticity of Purpose: CLIL as a way to bring meaning and motivation into EFL contexts. Asian EFL Journal, 15(4), 138 – 159.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In E. Ushioda & Z. Dörnyei (Eds.), Motivation, language identity and the L2 self (pp. 215-228). Bristol: Multilingual Matters.
Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao, & T. E. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 11 – 25). Bristol: Multilingual Matters.
Ushioda, E. (2016). Language learning motivation through a small lens: A research agenda. Language Teaching, 49(4), 564-577. doi:10.1017/S0261444816000173