Sonia Casal Madinabeitia’s scientific contributions

... Age is definitely a factor which should be taken into account in order to explain this motivation advantage. It would be necessary, however, to track down the motivation scores of these students in future years, given that the classroom methodology in Primary schools is traditionally more dynamic and varied than in Secondary Education, a period in which adolescents' motivation levels typically drop (Fernández-Fontecha & Terrazas-Gallego, 2012;Lorenzo et al., 2009;Madrid, 2002). ...

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Foreign language motivation in primary education students: The effects of additional CLIL and gender

... Para Sonia Casal (2008), la enseñanza por contenidos es un proyecto pedagógico basado en la introducción de una variedad de temas (contenido) que provienen de las disciplinas académicas o la cultura de la lengua meta utilizando como medio la lengua. [1] De acuerdo con esta autora, el enfoque basado en contenidos demuestra que los estudiantes se involucran más en la actividad, muestran una mayor aceptación de la lengua y las asignaturas, dedican mayor tiempo y esfuerzo a su aprendizaje, manifiestan una mejora general de las actitudes hacia la lengua y hacia la situación de aprendizaje. ...

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The teaching of English for Professional Purposes through the Content-Based Approach

... Tal como explica Bentley (2012), el proceso de aprendizaje en CLIL puede parecer lento al principio, sin embargo, los alumnos adquieren las destrezas necesarias para aprender contenidos utilizando una lengua adicional. A su vez, CLIL, tal como indica Casal (2007), facilita la adquisición de competencias específicas y fomenta su desarrollo. ...

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La enseñanza de la lengua inglesa en Educación Infantil: la obra de Paul Klee como recurso

... Conversely, in recent years, this view of the purported benefits of CLIL seems to have changed, as some research has turned to show a more negative and somewhat dismissive view of CLIL (Bruton, 2013;Paran, 2013), in terms of it being too heterogeneous along with showing multifaceted problems in its implementation. Regarding its heterogeneity, CLIL has adapted to the Innovations and Challenges in Content and Language Integrated Learning (CLIL) kaleidoscopic context of the European language diversity and, despite the fact that it is inextricably connected to its predecessors (e.g., contentbased instruction in the United States) and bears a relation to minority language immersion programs, it has an entity on its own and, as shown herein, is easily identifiable as a set of educational practices (Coyle, 2007;Lorenzo et al., 2007;Navés, 2009;Pérez-Vidal, 2013;San Isidro, 2017). As to the problems in implementation, in the initial stages of CLIL, students enrolled in the different programs through either a selection process-which considered their results in the foreign language-or on a voluntary basis-out of their own motivation to learn (through) a foreign language. ...

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Innovations and Challenges in CLIL Implementation in Europe