Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 1-24 |
| Journal | Cahiers du GIRSEF |
| Volume | 109 |
| Publication status | Published - 2017 |
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Keywords
- CLIL
- Belgium
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}
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 journal › Article
TY - JOUR
T1 - Assessing Content and Language Integrated Learning (CLIL) in the French-speaking Community of Belgium
T2 - linguistic, cognitive and educational perspectives
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.
KW - CLIL
KW - Belgium
UR - https://uclouvain.be/fr/chercher/girsef/les-cahiers-du-girsef.html
M3 - Article
VL - 109
SP - 1
EP - 24
JO - Cahiers du GIRSEF
JF - Cahiers du GIRSEF
ER -