Assessing Content and Language Integrated Learning (CLIL) in the French-speaking Community of Belgium: linguistic, cognitive and educational perspectives

Philippe Hiligsmann, Luk Van Mensel, Benoît Galand, Laurence Mettewie, Fanny Meunier, Arnaud Sczmalec, Kristel Van Goethem, Amélie Bulon, Audrey De Smet, Isa Hendrikx, Morgane Simonis

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Abstract

In times of globalization, policies increasingly promote multilingualism as a strong social and economic asset. One way to foster multilingualism in education is Content and Language Integrated Learning (CLIL), a didactic method in which school subjects are taught in a different target language than the mainstream school language. In the French-speaking Community of Belgium, schools have been allowed to provide CLIL education in Dutch, English or German since 1998. To this day, however, we only have an incomplete and fragmented view on how CLIL differs from non-CLIL education and on how it impacts second/foreign language acquisition. The aim of this contribution is threefold: (a) to discuss the particularities of CLIL education in French-speaking Belgium, (b) to give an overview of the research conducted on CLIL education in French-speaking Belgium, and (c) to briefly present the goals of a large-scale longitudinal and interdisciplinary study currently being conducted at Université catholique de Louvain and Université de Namur. This interdisciplinary study aims to make a strong empirical and theoretical contribution to both the public debate and the ongoing international scientific discussions on multilingualism in general and CLIL in particular.
Original languageEnglish
Pages (from-to)1-24
JournalCahiers du GIRSEF
Volume109
Publication statusPublished - 2017

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Belgium
speaking
linguistics
language
learning
community
multilingualism
education
school
language acquisition
didactics
foreign language
assets
globalization
economics

Keywords

  • CLIL
  • Belgium

Cite this

Hiligsmann, Philippe ; Van Mensel, Luk ; Galand, Benoît ; Mettewie, Laurence ; Meunier, Fanny ; Sczmalec, Arnaud ; Van Goethem, Kristel ; Bulon, Amélie ; De Smet, Audrey ; Hendrikx, Isa ; Simonis, Morgane. / Assessing Content and Language Integrated Learning (CLIL) in the French-speaking Community of Belgium : linguistic, cognitive and educational perspectives. In: Cahiers du GIRSEF. 2017 ; Vol. 109. pp. 1-24.
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abstract = "In times of globalization, policies increasingly promote multilingualism as a strong social and economic asset. One way to foster multilingualism in education is Content and Language Integrated Learning (CLIL), a didactic method in which school subjects are taught in a different target language than the mainstream school language. In the French-speaking Community of Belgium, schools have been allowed to provide CLIL education in Dutch, English or German since 1998. To this day, however, we only have an incomplete and fragmented view on how CLIL differs from non-CLIL education and on how it impacts second/foreign language acquisition. The aim of this contribution is threefold: (a) to discuss the particularities of CLIL education in French-speaking Belgium, (b) to give an overview of the research conducted on CLIL education in French-speaking Belgium, and (c) to briefly present the goals of a large-scale longitudinal and interdisciplinary study currently being conducted at Universit{\'e} catholique de Louvain and Universit{\'e} de Namur. This interdisciplinary study aims to make a strong empirical and theoretical contribution to both the public debate and the ongoing international scientific discussions on multilingualism in general and CLIL in particular.",
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Hiligsmann, P, Van Mensel, L, Galand, B, Mettewie, L, Meunier, F, Sczmalec, A, Van Goethem, K, Bulon, A, De Smet, A, Hendrikx, I & Simonis, M 2017, 'Assessing Content and Language Integrated Learning (CLIL) in the French-speaking Community of Belgium: linguistic, cognitive and educational perspectives', Cahiers du GIRSEF, vol. 109, pp. 1-24.

Assessing Content and Language Integrated Learning (CLIL) in the French-speaking Community of Belgium : linguistic, cognitive and educational perspectives. / Hiligsmann, Philippe; Van Mensel, Luk; Galand, Benoît; Mettewie, Laurence; Meunier, Fanny; Sczmalec, Arnaud; Van Goethem, Kristel; Bulon, Amélie; De Smet, Audrey; Hendrikx, Isa; Simonis, Morgane.

In: Cahiers du GIRSEF, Vol. 109, 2017, p. 1-24.

Research output: Contribution to journalArticle

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T1 - Assessing Content and Language Integrated Learning (CLIL) in the French-speaking Community of Belgium

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AU - Hiligsmann, Philippe

AU - Van Mensel, Luk

AU - Galand, Benoît

AU - Mettewie, Laurence

AU - Meunier, Fanny

AU - Sczmalec, Arnaud

AU - Van Goethem, Kristel

AU - Bulon, Amélie

AU - De Smet, Audrey

AU - Hendrikx, Isa

AU - Simonis, Morgane

PY - 2017

Y1 - 2017

N2 - In times of globalization, policies increasingly promote multilingualism as a strong social and economic asset. One way to foster multilingualism in education is Content and Language Integrated Learning (CLIL), a didactic method in which school subjects are taught in a different target language than the mainstream school language. In the French-speaking Community of Belgium, schools have been allowed to provide CLIL education in Dutch, English or German since 1998. To this day, however, we only have an incomplete and fragmented view on how CLIL differs from non-CLIL education and on how it impacts second/foreign language acquisition. The aim of this contribution is threefold: (a) to discuss the particularities of CLIL education in French-speaking Belgium, (b) to give an overview of the research conducted on CLIL education in French-speaking Belgium, and (c) to briefly present the goals of a large-scale longitudinal and interdisciplinary study currently being conducted at Université catholique de Louvain and Université de Namur. This interdisciplinary study aims to make a strong empirical and theoretical contribution to both the public debate and the ongoing international scientific discussions on multilingualism in general and CLIL in particular.

AB - In times of globalization, policies increasingly promote multilingualism as a strong social and economic asset. One way to foster multilingualism in education is Content and Language Integrated Learning (CLIL), a didactic method in which school subjects are taught in a different target language than the mainstream school language. In the French-speaking Community of Belgium, schools have been allowed to provide CLIL education in Dutch, English or German since 1998. To this day, however, we only have an incomplete and fragmented view on how CLIL differs from non-CLIL education and on how it impacts second/foreign language acquisition. The aim of this contribution is threefold: (a) to discuss the particularities of CLIL education in French-speaking Belgium, (b) to give an overview of the research conducted on CLIL education in French-speaking Belgium, and (c) to briefly present the goals of a large-scale longitudinal and interdisciplinary study currently being conducted at Université catholique de Louvain and Université de Namur. This interdisciplinary study aims to make a strong empirical and theoretical contribution to both the public debate and the ongoing international scientific discussions on multilingualism in general and CLIL in particular.

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M3 - Article

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