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Lázaro Ibarrola, Amparo

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https://academica-e.unavarra.es/handle/2454/49386

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Lázaro Ibarrola

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Amparo

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Ciencias humanas y de la educación

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I-COMMUNITAS. Institute for Advanced Social Research

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0000-0002-3016-5901

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2713

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2016 - 201912020 - 20211
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Subject: EFL × Subject: CLIL ×

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Now showing 1 - 2 of 2
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    PublicationOpen Access
    Are CLIL learners simply faster or also different? Evidence from L1 use in the repair sequences and discourse markers of CLIL and EFL learners
    (Universidad de Vigo, 2016) Lázaro Ibarrola, Amparo; Filología y Didáctica de la Lengua; Filologia eta Hizkuntzaren Didaktika
    Este trabajo analiza cómo estudiantes en contexto AICLE y de Inglés como Lengua Extranjera (ILE) producen secuencias de reparación, evitan la L1 y utilizan marcadores discursivos cuando narran en inglés. Los datos se recogieron en dos momentos con un intervalo de dos años (a las edades de 13 y 15 años) y proceden de alumnos bilingües euskera-castellano divididos en dos grupos: los que aprenden en contexto de AICLE (n. 15) y los que únicamente aprenden ILE (n. 11). Los resultados muestran diferencias intergrupales e intragrupales. En el grupo AICLE las reparaciones se generan mayoritariamente en inglés y decrecen con el tiempo, al contrario que en el grupo de ILE. Además, los alumnos AICLE incorporan las reparaciones menos a menudo mientras que los alumnos ILE las van incorporando con mayor frecuencia. Los marcadores del discurso aparecen en las L1s en los dos grupos pero el grupo ILE apenas los utiliza.
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    PublicationOpen Access
    Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: does CLIL in the foreign language make a difference?
    (SAGE Publications, 2021) Lázaro Ibarrola, Amparo; Azpilicueta Martínez, Raúl; Institute for Advanced Social Research - ICOMMUNITAS; Gobierno de Navarra / Nafarroako Gobernua
    Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group (n = 230), with English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group (n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.