Effects of input on L2 writing in English and Dutch: CLIL and non-CLIL learners in French-speaking Belgium

Luk Van Mensel, Amélie Bulon, Isa Hendrikx, Fanny Meunier, Kristel Van Goethem

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Abstract

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.

Original languageEnglish
Pages (from-to)173-199
Number of pages27
JournalJournal of Immersion and Content-Based Language Education
Volume8
Issue number2
Early online date1 May 2020
DOIs
Publication statusPublished - Dec 2020

Keywords

  • CLIL
  • non-CLIL
  • writing
  • French-speaking Belgium
  • L2 English
  • L2 Dutch
  • Non-CLIL
  • Writing

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