CLIL, a competence-based coping strategy against foreign language anxiety in higher education

  1. López-Medina, Esteban Francisco 1
  2. Casado Casado, Jesús Manuel 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Zeitschrift:
Discover Psychology

ISSN: 2731-4537

Datum der Publikation: 2024

Ausgabe: 4

Nummer: 1

Art: Artikel

DOI: 10.1007/S44202-024-00187-6 GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Discover Psychology

Zusammenfassung

This article presents a study carried out in the subject of Didactics of English for Very Young Learners, taught in English to Spanish-speaking students at the School of Education of the Complutense University of Madrid, Spain. Three comparable classes were exposed to different teaching and assessment conditions. Two of them were the research groups, learning under a competence-based CLIL (Content and Language Integrated Learning) paradigm, while the control group did so under a content-based EMI (English-Medium Instruction) model. The participants (n = 76) were asked to answer two questionnaires, which collected their expectations (pre-questionnaire) and final perceptions (post-questionnaire) in regard to their levels of anxiety towards studying in English. The qualitative and quantitative comparison of their answers facilitated results that allowed to discuss and conclude the beneficial effect of CLIL as a competence-based coping strategy to diminish foreign language anxiety among student teachers who face the challenge of learning in a bilingual classroom setting.

Bibliographische Referenzen

  • Barcelona European Council (15 and 16 March 2002). Presidency Conclusions. SN 100/1/02 REV 1.
  • Commission E. Languages 2010 and beyond. Brussels: Council of Europe; 2012.
  • Ministerio de Educación, Cultura y Deporte (MECD). Estrategia para la Internacionalización de las Universidades Españolas. Madrid: Ministerio de Educación, Cultura y Deporte (2014).
  • Coleman J. English-medium teaching in European higher education. Lang Teach. 2006;39:1–14. https://doi.org/10.1017/S026144480600320X.
  • Ramos AM. Higher education bilingual programmes in Spain. Porta Linguarum. 2013;19:101–1. https://doi.org/10.30827/Digibug.29632.
  • Servicio Español para la Internacionalización de la Educación (SEPIE). English taught programs. Madrid: SEPIE; 2015.
  • Greere A, Räsänen A. Report on the LANQUA subproject on Content and Language Integrated Learning: redefining CLIL. Towards Multilingual Competence; 2008.
  • Dearden J. English as a medium of instruction: a growing global phenomenon. London: British Council; 2014.
  • Coyle D, Hood P, Marsh D. CLIL: content and language integrated learning. Cambridge: Cambridge University Press; 2010.
  • Smit U, Dafouz E. Integrating content and language in higher education: an introduction to English-medium policies, conceptual issues and research practices across Europe. AILA Rev. 2012;25:1–12. https://doi.org/10.1075/aila.25.01smi.
  • Ramos-García AM, Pavón V. The linguistic internationalization of higher education: a study on the presence of language policies and bilingual studies in Spanish universities. Porta Linguarum. 2018; Monográfico III:31–46.
  • Bazo P, González D, Centellas A, Dafouz E, Fernández AD, Pavón V. Documento marco de política lingüística para la internacionalización del sistema universitario español. Madrid: CRUE; 2017.
  • Jover G, Fleta T, González R. La formación inicial de los maestros de educación primaria en el contexto de la enseñanza bilingüe en lengua extranjera. Bordón. Rev de Ped. 2016;68:121–35. https://doi.org/10.13042/Bordon.2016.68208.
  • De la Maya G, Luengo R. Teacher training programs and development of plurilingual competence. In: Marsh D, Perez Cañado ML, Raez Padilla J, editors. CLIL in action: voices from the classroom. Cambridge: Cambridge Scholars Publishing; 2015. p. 114–29.
  • Pérez Cañado ML. Training teachers for plurilingual education: a Spanish case study. In: Marsh D, Perez Canado ML, Raez Padilla J, editors. CLIL in action: voices from the classroom. Cambridge: Cambridge Scholars Publishing; 2015. p. 165–87.
  • Gil-Galván R, Martín-Espinosa I. ¿Cómo valoran los estudiantes universitarios de Educación su dominio de competencias lingüísticas en lengua extranjera? Rev Complutense de Ed. 2021;32:237–47. https://doi.org/10.5209/rced.68326.
  • Král’ová Z. Foreign Language Anxiety. Nitra, Slovakia: Constantine the Philosopher University; 2016.
  • Horwitz E, Horwitz M, Cope J. Foreign language classroom anxiety. The mod lang j. 1986;70:125–32. https://doi.org/10.2307/327317.
  • Horwitz E. Even teachers get the blues: recognizing and alleviating teachers’ feelings of foreign language anxiety. Foreign Lang Ann. 1996;29:365–72. https://doi.org/10.1111/j.1944-9720.1996.tb01248.x.
  • Pappamihiel N. English as a second language students and English language anxiety: issues in the mainstream classroom. Res Teach Engl. 2002;36:327–56.
  • Spielberger C. Anxiety: current trends in theory and research. Oxford: Academic Press; 1972.
  • Spielberger C. Manual for the state-trait anxiety inventory. Palo Alto: Consulting Psychologists Press; 1983.
  • Krashen S. Principles and practice in second language acquisition. Oxford: Pergamon Press; 1982.
  • Oteir I, Al-Otaibi A. Foreign language anxiety: a systematic review. Arab World Engl J. 2019;10:309–17. https://doi.org/10.24093/awej/vol10no3.21.
  • Kim S, Kim J. When the learner becomes a teacher: foreign language anxiety as an occupational hazard. Eng Teach. 2004;59:165–85.
  • Alrabai F. The influence of teachers’ anxiety-reducing strategies on learners’ foreign language anxiety. Innov Lang Teach. 2015; 9:163–190. https://doi.org/10.1080/17501229.2014.890203.
  • Aida Y. Examination of Horwitz, Horwitz and Cope’s construct of foreign language anxiety: the case of students of Japanese. Mod Lang J. 1994;78:155–68. https://doi.org/10.2307/329005.
  • Horwitz E. Beliefs about language learning inventory. Unpublished instrument. Austin: University of Texas at Austin; 1981.
  • Young D. Creating a low-anxiety classroom environment: What does the anxiety research suggest? Mod Lang J. 1991;75:426–39. https://doi.org/10.1111/j.1540-4781.1991.tb05378.x.
  • Horwitz E. Language anxiety and achievement. Annu Rev Appl Ling. 2001;21:112–26. https://doi.org/10.1017/S0267190501000071.
  • Horwitz E, Tallon M, Luo H. Foreign language anxiety. In: Cassady J, editor. Anxiety in schools: the causes, consequences, and solutions for academic anxieties. New York: Peter Lang; 2010. p. 95–115.
  • Eysenck M. Anxiety, learning, and memory: a reconceptualization. J of res in pers. 1979;13:363–85. https://doi.org/10.1016/0092-6566(79)90001-1.
  • MacIntyre P. How does anxiety affect second language learning? A reply to Sparks and Ganschow. Modern Lang J. 1995;79:90–9. https://doi.org/10.2307/329395.
  • MacIntyre P, Gardner R. Anxiety and second-language learning: toward a theoretical clarification. Lang Learn. 1989;39:251–75. https://doi.org/10.1111/j.1467-1770.1989.tb00423.x.
  • Liu M, Huang W. An exploration of foreign language anxiety and English learning motivation. Ed Res Inter. 2011;2011:493167. https://doi.org/10.1155/2011/493167.
  • Alpert R, Haber R. Anxiety in academic achievement situations. J Abnorm Soc Psychol. 1960;61:207–15. https://doi.org/10.1037/h0045464.
  • Scovel T. The effect of affect on foreign language learning: a review of the anxiety research. In: Horwitz E, Young D, editors. Language anxiety: from theory and research to classroom implications. Englewood Cliffs: Prentice Hall; 1991. p. 15–24.
  • Grant S, Huang H, Pasfield-Neofitou S. The authenticity-anxiety paradox: the quest for authentic second language communication and reduced foreign language anxiety in virtual environments. Procedia Technol. 2014;13:23–32. https://doi.org/10.1016/j.protcy.2014.02.005.
  • Hashemi M, Abbasi M. The role of the teacher in alleviating anxiety in language classes. Int J Appl Basic Sci. 2013;4:640–6.
  • Young D. An investigation of students’ perspectives on anxiety and speaking. Foreign Lang Ann. 1990;23:539–53. https://doi.org/10.1111/j.1944-9720.1990.tb00424.x.
  • Hauck M, Hurd S. Exploring the link between language anxiety and learner self-management in open language learning contexts. Eur J Open Dist E-Learn. 2005;8:2.
  • Kondo D, Ying-Ling Y. Strategies for coping with language anxiety: the case of students of English in Japan. ELT J. 2004;58:258–65. https://doi.org/10.1093/elt/58.3.258.
  • Harmer J. The practice of English language teaching. Harlow, UK: Pearson Longman; 2007.
  • Council of Europe. Council recommendation of 22 May 2018 on key competences for lifelong learning. Brussels: Council of Europe; 2018.
  • Delors J. Learning: the treasure within. Paris: United Nations Educational; 1996.
  • Organisation for Economic Co-operation and Development (OECD). The definition and selection of key competencies. Executive summary. OECD; 2005.
  • Gilis A, Clement M, Laga L, Pauwels P. Establishing a competence profile for the role of student-centred teachers in higher education in Belgium. Res High Ed. 2008;49:531–54. https://doi.org/10.1007/s11162-008-9086-7.
  • Biemans H, Nieuwenhuis L, Poell R, Mulder M, Wesselink R. Competence-based VET in the Netherlands: background and pitfalls. J Vocat Ed Train. 2004;56:523–38. https://doi.org/10.1080/13636820400200268.
  • Struyven K, De Meyst M. Competence-based teacher education: illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ points of view. Teach Teach Ed. 2010;26:1495–510. https://doi.org/10.1016/j.tate.2010.05.006.
  • Koenen AK, Dochy F, Berghmans I. A phenomenographic analysis of the implementation of competence-based education in higher education. Teach Teach Ed. 2015;50:1–12. https://doi.org/10.1016/j.tate.2015.04.001.
  • Assembly G. Transforming our world: the 2030 Agenda for Sustainable Development A/RES/70/1. New York: UN; 2015.
  • Wesselink R, Biemans H, Gulikers J, Mulder M. Models and principles for designing competence-based curricula, teaching, learning and assessment. In: Mulder M, editor, Competence-based vocational and professional education. Bridging the worlds of work and education. Cham: Springer; 2017. p. 533–54.
  • Mulder M. Competence-based education and training. J Agric Ed Ext. 2012;18:305–14. https://doi.org/10.1080/1389224X.2012.670048.
  • Hatton N, Smith D. Reflection in teacher education: towards definition and implementation. Teach Teach Ed. 1995;11:33–49. https://doi.org/10.1016/0742-051X(94)00012-U.
  • Korthagen F, Vasalos A. Levels in reflection: core reflection as a means to enhance professional growth. Teach Teach Theory Pract. 2005;11:47–71. https://doi.org/10.1080/1354060042000337093.
  • Birenbaum M, Breuer K, Cascallar E, Dochy F, Dori Y, Ridgway J, et al. A learning integrated assessment system. Ed Res Rev. 2006;1:61–7. https://doi.org/10.1016/j.edurev.2006.01.001.
  • Sambell K, McDowell L, Montgomery C. Assessment for learning in higher education. London: Routledge; 2013.
  • Bornstein MH, Jager J, Putnick DL. Sampling in developmental science: situations, shortcomings, solutions, and standards. Dev Rev. 2013;33:357–70. https://doi.org/10.1016/j.dr.2013.08.003.
  • Amengual-Pizarro M, García-Laborda J. Choosing English teaching as a profession in primary education contexts. Ensayos. Rev de la Fac de Ed de Albacete. 2017;32:121–33.
  • Madrid D, Julius S. Profiles of students in bilingual university degree programs using English as a medium of instruction in Spain. Profile: Issues in Teachers’ Prof Dev 2020;22:79–94. https://doi.org/10.15446/profile.v22n2.80735.