L2 English; L2 Dutch; Content and Language Integrated Learning (CLIL)
Abstract :
[en] As part of a project on Content and Language Integrated Learning (CLIL) in French-speaking Belgium, this study aims to explore the impact of formal and informal input on learners’ variability in writing, and to compare two target-language conditions (Dutch and English) in CLIL and non-CLIL settings in French-speaking Belgium. A regression model shows that CLIL is a significant predictor of L2 outcomes for both target languages, but that the relative impact of formal and informal input differs depending on the target language. In short, the amount of formal language exposure predicts the outcomes of the written productions of the learners of English, and the frequency of informal exposure those of the learners of Dutch. We argue that this observation is likely related to the difference in status that each of these languages holds among the pupils in our sample. The findings thus highlight the importance of the L2 status in research on CLIL, since different L2s can yield different results.
Disciplines :
Languages & linguistics
Author, co-author :
Van Mensel, Luk; NaLTT, Université de Namur
Bulon, Amélie; Université Catholique de Louvain - UCL
Hendrikx, Isa ; Université de Liège - ULiège > Département de langues modernes : ling., litt. et trad. > Département de langues modernes : ling., litt. et trad.
Meunier, Fanny; Université Catholique de Louvain - UCL
Van Goethem, Kristel; F.R.S.-FNRS & Université catholique de Louvain
Language :
English
Title :
Effects of input on L2 writing skills in English and Dutch: CLIL and non-CLIL learners in French-speaking Belgium.
Publication date :
2020
Journal title :
Journal of Immersion and Content-Based Language Education
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