Comparing the Affective Outcomes of CLIL Modules and Streams on Secondary School Students

Although CLIL streams have shown to have desirable learning outcomes, the less known option of implementing CLIL modules is under-represented in empirical research. This is unsurprising as the guidelines regarding this concept are vague compared to programmes that are already firmly and internationally established making it particularly difficult to investigate. However, studying CLIL modules may offer unknown insights into overlooked effects of bilingual teaching when the selection process of eligible students is ignored. This is particularly true for the attitudinal and emotional level of engagement of the students learning in such a setting. Therefore, the present study looks at affective differences caused by a CLIL stream and module intervention, and more particularly at variations within the CLIL module. Although there are some accounts for expected variation, we find conflicting evidence regarding the benefits of CLIL modules.