ABSTRACT
The LOCIT data positions itself at the interface between motivation and perceptions
of ‘successful learning’. Having presented the data collected through questionnaires
and ‘respectful discussions’ in the previous sections, the classroom video clips consist
of the ‘learning moments’ identified and justified by the learners. These provide
insights into the perceptions of the value of shared experiences within the classroom.
The ‘learning moments’ selected by pupils in the eight schools participating in the
LOCIT process and representing different practices and experiences in CLIL fall into
three distinct categories: content-focused (knowledge construction and conceptual
understanding), language-focused (usually but not exclusively dealing with vocabu-
lary) and affect (Figure 4).
