Article published in:
Journal of Immersion and Content-Based Language Education
Vol. 9:1 (2021) ► pp. 85111
References

References

Al-Hoorie, A. H.
(2018) The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721–754. CrossrefGoogle Scholar
Azarnoosh, M., & Birjandi, P.
(2012) Junior high school students’ L2 motivational self system: Any gender differences? World Applied Sciences Journal, 20(4), 577–584.Google Scholar
Boo, Z., Dörnyei, Z., & Ryan, S.
(2015) L2 motivation research 2005e2014: Understanding a publication surge and a changing landscape. System, 55, 145–157. CrossrefGoogle Scholar
de Bot, K., Lowie, W., & Verspoor, M.
(2007) A Dynamic Systems Theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7–21. CrossrefGoogle Scholar
Bruton, A.
(2011) Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39(4), 523–532. CrossrefGoogle Scholar
Coyle, D., Hood, P., & Marsh, D.
(2010) CLIL: Content and Language Integrated Learning. Cambridge University Press.Google Scholar
Csizér, K., & Dörnyei, Z.
(2005) The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19–36. CrossrefGoogle Scholar
Dale, L., Oostdam, R., & Verspoor, M.
(2018) Juggling ideals and constraints. The position of English teachers in CLIL contexts. Dutch Journal of Applied Linguistics, 7(2), 177–202. CrossrefGoogle Scholar
Dalton-Puffer, C., & Smit, U.
(2013) Content and Language Integrated Learning: A research agenda. Language Teaching, 46(04), 545–559. CrossrefGoogle Scholar
Denman, J., van Schooten, E., & de Graaff, R.
(2018) Attitudinal factors and the intention to learn English in pre-vocational secondary bilingual and mainstream education. Dutch Journal of Applied Linguistics, 7(2), 203–226. CrossrefGoogle Scholar
Doiz, A., Lasagabaster, D., & Sierra, J. M.
(2014) CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209–224. CrossrefGoogle Scholar
Dörnyei, Z.
(1998) Motivation in second and foreign language learning. Language Teaching, 31(03), 117–135. CrossrefGoogle Scholar
(2001) Motivational strategies in the language classroom. Cambridge University Press. CrossrefGoogle Scholar
(2003) Questionnaires in second language research: Construction, administration, and processing (1st ed.). Lawrence Erlbaum.Google Scholar
(2009) The L2 Motivational self system. In Z. Dörnyei & E. Ushioda (eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters. CrossrefGoogle Scholar
Dörnyei, Z., & Chan, L.
(2013) Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437–462. CrossrefGoogle Scholar
Dörnyei, Z., & Ushioda, E.
(2009) Motivation, language identity and the L2 self. Multilingual Matters. CrossrefGoogle Scholar
(2011) Teaching and researching: Motivation (Vol. 2). Pearson Education.Google Scholar
Genesee, F.
(2007) Top ten most consistent findings from research on foreign language immersion. The ACIE Newsletter, 10(3). https://​carla​.umn​.edu​/immersion​/acie​/vol10​/may2007​_researchfindings​.html
Goeman, J. J., & de Jong, N. H.
(2018) How well does the sum score summarize the test? Summability as a measure of internal consistency. Educational Measurement: Issues and Practice, 37(2), 54–63. CrossrefGoogle Scholar
Hadfield, J., & Dörnyei, Z.
(2013) Motivating learning. Longman.Google Scholar
Henry, A.
(2009) Gender differences in compulsory school pupils’ L2 self-concepts: A longitudinal study. System, 37, 177–193. CrossrefGoogle Scholar
Henry, A., & Cliffordson, C.
(2013) Motivation, gender, and possible selves. Language Learning, 63(2), 271–295. CrossrefGoogle Scholar
Heras, A., & Lasagabaster, D.
(2014) The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70–88. CrossrefGoogle Scholar
IRIS
(2020 15 September) IRIS: A digital repository of instruments and materials for research into second languages. IRIS. https://​www​.iris​-database​.org​/iris​/app​/home​/index
Kissau, S.
(2006) Gender differences in second language motivation: An investigation of micro- and macro-level influences. Canadian Journal of Applied Linguistics, 9(1), 73–96. https://​journals​.lib​.unb​.ca​/index​.php​/CJAL​/article​/view​/19755
Lamb, M.
(2012) A self system perspective on young adolescents? Motivation to learn English in urban and rural settings. Language Learning. CrossrefGoogle Scholar
(2017) The motivational dimension of language teaching. Language Teaching, 50(3), 301–346. CrossrefGoogle Scholar
Lasagabaster, D.
(2008) Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, 1, 30–41. CrossrefGoogle Scholar
Lasagabaster, D., & Sierra, J. M.
(2009) Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1(2), 4–17. http://​www​.icrj​.eu​/index​.php​?vol​=12​&page​=73
Marsden, E., Mackey, A., & Plonsky, L.
(2016) The IRIS Repository: Advancing research practice and methodology. In A. Mackey & E. Marsden (eds.), Advancing methodology and practice: The IRIS Repository of Instruments for Research into Second Languages (pp. 1–21). Routledge.Google Scholar
Mearns, T.
(2015) Chicken, egg or a bit of both? Motivation in bilingual education (TTO) in the Netherlands. (Unpublished doctoral dissertation) University of Aberdeen, Aberdeen. http://​ethos​.bl​.uk​/OrderDetails​.do​?uin​=uk​.bl​.ethos​.646095?
Mearns, T., & de Graaff, R.
(2018a) Bilingual education and CLIL in the Netherlands. The paradigm and the pedagogy. Dutch Journal of Applied Linguistics, 7(2), 122–128. CrossrefGoogle Scholar
(2018b) Bucking the trend? Motivational differences between boys and girls who opt in or out of bilingual education. Journal of Immersion and Content-Based Language Education, 6(1), 1–26. CrossrefGoogle Scholar
Mearns, T., de Graaff, R., & Coyle, D.
(2017) Motivation for or from bilingual education? A comparative study of learner views in the Netherlands. CrossrefGoogle Scholar
Merisuo-Storm, T.
(2007) Pupils’ attitudes towards foreign-language learning and the development of literacy skills in bilingual education. Teaching and Teacher Education, 23(2), 226–235. CrossrefGoogle Scholar
Michels, B.
(2006) Verschil moet er wezen. Een werkdocument over verschillen tussen havo en vwo-leerlingen in de tweede fase en handreikingen om daarmee om te gaan. https://​www​.slo​.nl​/downloads​/archief​/verschil​_20moet​_20er​_20wezen​.pdf/
Mills, N.
(2014) Self-efficacy in second language acquisition. In S. Mercer & M. Williams (eds.), Multiple Perspectives on the Self in SLA (pp. 6–22). Multilingual Matters. CrossrefGoogle Scholar
Nuffic
(2012) Standard for bilingual education. Nuffic.Google Scholar
Papi, M., & Abdollahzadeh, E.
(2012) Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62(2), 571–594. CrossrefGoogle Scholar
Preston, C. C., & Colman, A. M.
(2000) Optimal number of response categories in rating scales: Reliability, validity, discriminating power, and respondent preferences. Acta Psychologica, 104(1), 1–15. CrossrefGoogle Scholar
Rumlich, D.
(2018) Current research on CLIL and bilingual education in the Netherlands. A discussion. Dutch Journal of Applied Linguistics, 7(2), 264–273. CrossrefGoogle Scholar
Ryan, S.
(2009) Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei & E. Ushioda (eds.), Motivation, language identity and the L2 self (pp. 120–143). Multilingual Matters. CrossrefGoogle Scholar
Sieben, I., & van Ginderen, N.
(2014) De keuze voor tweetalig onderwijs. Mens en maatschappij, 89(3), 233–255. CrossrefGoogle Scholar
Snijders, T. A. B., & Bosker, R. J.
(1999) Multilevel analysis: An introduction to basic and advanced multilevel modeling. Sage.Google Scholar
Somers, T., & Llinares, A.
(2018) Students’ motivation for content and language integrated learning and the role of programme intensity. International Journal of Bilingual Education and Bilingualism. CrossrefGoogle Scholar
Stichting Havoplatform
Sylvén, L. K.
(2013) CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe. International Journal of Bilingual Education and Bilingualism, 16(3), 301–320. CrossrefGoogle Scholar
Sylvén, L. K., & Thompson, A. S.
(2015) Language learning motivation and CLIL: Is there a connection? Journal of Immersion and Content-Based Language Education, 3(1), 28–50. CrossrefGoogle Scholar
Thompson, A. S., & Sylvén, L. K.
(2019) CLIL and motivation revisited: A longitudinal perspective. In L. K. Sylvén (ed.), Investigating content and language integrated learning: Insights from Swedish high schools (pp. 76–97). Multilingual Matters.Google Scholar
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T.
(2003) Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2/3), 119–145. CrossrefGoogle Scholar
Verspoor, M., de Bot, K., & Xu, X.
(2015) The effects of English bilingual education in the Netherlands. Journal of Immersion and Content-Based Language Education, 3(1), 4–27. CrossrefGoogle Scholar