Abstract
Content and Language Integrated Learning (CLIL, the teaching of another curriculum subject through a foreign language), although more widespread in Europe, is still relatively innovative in England. Since the government’s decision to remove the requirement for all pupils to learn a foreign language at Key Stage 4 (ages 14–16) the numbers of pupils opting to study a foreign language have decreased dramatically. This indicates low level motivation for language learning in England. This research involved the training of secondary Modern Foreign Languages (MFL) trainee teachers in the CLIL approach during their initial teacher training with a broader aim of increasing learners’ enthusiasm for languages through more interesting and challenging content. This article investigates learners’ perceptions of learning content through a language, their enjoyment, progress and motivation.
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