Content and language integrated learning through wall display

Abstract

Since the learning of curricular content via foreign languages (L2) might be demotivating to non-Anglo-Saxon pupils, this study aims at researching and digging on the motivational differences displayed by students towards the Natural Science subject taught in English at a Spanish bilingual school. Yet having stated the problem of motivation under investigation, the central hypothesis relies on the idea that certain content and language integrated learning (CLIL) techniques –Wall Display– would slightly increase motivation in students, as well as better attitude towards the subject matter. The sample size of research is formed by 43 second-grade bilingual primary students, where half of the participants receive training and the other half do not. The research design is quasi-experimental, and an adapted questionnaire on motivation is implemented as a pretest and postest instrument for data-gathering and outcomes. Concerning the reporting of findings, the statistical significance levels remain similar in the pretests (> .05) and dissimilar after program implementation (< .05), benefiting the trained group. Thus, because of its visual, manipulative, and distinct dynamic, the stated conclusion is that displaying increases learners’ motivation towards subject matter instructed in L2.