Self‐concept and self‐visions in CLIL and non‐CLIL learners and their effect on motivation

To date, most studies that explore the differences in motivation between content and language‐integrated learning (CLIL) and non‐CLIL learners have been mainly quantitative or have not controlled for differences in socio‐economic status (SES). While many researchers agree that CLIL learners tend to have greater motivation than non‐CLIL learners, there has been little explanation of the reasons behind this difference, perhaps partly because the field lacks studies from the perspective of CLIL students themselves. Based on the L2 motivational self‐system and the construct of self‐concept, this study employed a mixed‐methods approach to explore CLIL and non‐CLIL learners’ current and future self‐visions. Fifteen‐year‐old learners in the Madrid region (n = 348) completed a questionnaire that considered their SES levels as well as experiences related to the scales of English self‐concept, academic self‐concept, and teacher expectations. The same learners were then invited to take part in focus groups in which researchers delved into the reasoning behind their motivation. Despite no significant difference in SES levels between CLIL and non‐CLIL learner groups, CLIL participants are found to display a slightly more positive self‐concept and more robust ideal L2 self‐visions, which may explain the perceived greater motivation among CLIL learners to study (in) English. Furthermore, the L2 ought‐to self is found to be a secondary, yet potentially positive force toward higher motivation. Resumen Hasta la fecha, la mayoría de los estudios que analizan las diferencias en la motivación entre estudiantes CLIL y no CLIL han sido principalmente cuantitativos o no han tenido en cuenta las diferencias en el nivel socioeconómico (NSE). Si bien muchos investigadores coinciden en que los estudiantes que cursan asignaturas de contenido en lengua extranjera (CLIL) tienden a tener una mayor motivación que los estudiantes que no aprenden a través de CLIL, carecemos de explicaciones de esta diferencia, tal vez en parte porque pocos estudios tienen en cuenta la perspectiva de los propios estudiantes CLIL. Partiendo del Sistema Motivacional del Yo L2 (SMY L2) y el constructo del autoconcepto, en este estudio se empleó un enfoque de métodos mixtos para explorar las visiones de sí mismos actuales y futuras de los estudiantes CLIL y no CLIL. 348 estudiantes de 15 años de la región de Madrid completaron un cuestionario en el que se evaluaban sus niveles de NSE, así como sus experiencias r