The Relationship between Language Learning Motivation, Language Level and Lexical Availability in Plurilingual CLIL
DOI:
https://doi.org/10.58859/rael.v24i1.657Keywords:
lexical availability, language level, motivation, plurilingual CLILAbstract
Language learning motivation, language level and lexical availability have all been suggested to be of key importance in a CLIL context. However, most research to date has focused solely on English, to the neglect of other foreign languages such as French. Given the calls for research into the benefits of CLIL in languages other than English, as well as alongside English, this study aims to determine whether there is a relationship between these three factors in Spanish learners who are simultaneously studying two foreign languages (English and French) in a plurilingual CLIL context. Results indicate clear differences between the relationships observed depending on the language at hand, with clearer correlations between the three in English as compared to French. The findings offer important implications for CLIL stakeholders in plurilingual contexts, particularly those which involve the teaching of other foreign languages in the shadow of global English.
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