ABSTRACT
The learner’s perspective is one of the most underexplored areas in the CLIL arena. Using a systematic literature review approach, this chapter examines recent studies into the learners’ perspectives on CLIL. With a focus on stalwart research, the chapter offers a three-pronged perspective. To begin with, it summarises learners’ attitudes and motivations, along with their general views on CLIL programme evaluation, including curricular and organisational aspects. It also expounds on within-cohort analyses conducted to determine statistically significant differences in terms of a series of identification variables, such as gender, country, setting, type of school, grade, experience in a CLIL programme, or number of subjects received in English. Finally, it considers across-cohort analyses to identify the main areas where divergences and similarities with other key stakeholders (e.g., teachers and parents) transpire. The chapter concludes with chief take-aways of the systematic review and maps out future pathways for progression from both a pedagogical and research-based stance.
