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

Research output: Contribution to journalArticle


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.
Original languageEnglish
JournalJournal of Immersion and Content-Based Language Education
Early online date2020
Publication statusE-pub ahead of print - 2020



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

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