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

doi:10.1075/jicb.18034.van

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 language	English
Pages (from-to)	173-199
Number of pages	27
Journal	Journal of Immersion and Content-Based Language Education
Volume	8
Issue number	2
Early online date	1 May 2020
DOIs	https://doi.org/10.1075/jicb.18034.van
Publication status	Published - Dec 2020

Keywords

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

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10.1075/jicb.18034.van

JICB18034_finalSubmitted manuscript, 410 KB

Cite this

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

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.",

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note = "Funding Information: This work was supported by a Concerted Research Action grant (ARC 14/19-061) from the Universit{\'e} catholique de Louvain (UCLouvain) and the Universit{\'e} de Namur (UNamur), awarded to Philippe Hiligsmann (spokesperson; UCLouvain), Beno{\^i}t Galand (UCLouvain), Laurence Mettewie (UNamur), Fanny Meunier (UCLouvain), Arnaud Szmalec (UCLouvain) and Kristel Van Goethem (UCLouvain). Funding Information: This work was supported by a Concerted Research Action grant (ARC 14/19-061) from the Universit? catholique de Louvain (UCLouvain) and the Universit? de Namur (UNamur), awarded to Philippe Hiligsmann (spokesperson; UCLouvain), Beno?t Galand (UCLouvain), Laurence Mettewie (UNamur), Fanny Meunier (UCLouvain), Arnaud Szmalec (UCLouvain) and Kristel Van Goethem (UCLouvain). Publisher Copyright: {\textcopyright} 2020 John Benjamins Publishing Company. All rights reserved.",

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AU - Bulon, Amélie

AU - Hendrikx, Isa

AU - Meunier, Fanny

AU - Van Goethem, Kristel

N1 - Funding Information: This work was supported by a Concerted Research Action grant (ARC 14/19-061) from the Université catholique de Louvain (UCLouvain) and the Université de Namur (UNamur), awarded to Philippe Hiligsmann (spokesperson; UCLouvain), Benoît Galand (UCLouvain), Laurence Mettewie (UNamur), Fanny Meunier (UCLouvain), Arnaud Szmalec (UCLouvain) and Kristel Van Goethem (UCLouvain). Funding Information: This work was supported by a Concerted Research Action grant (ARC 14/19-061) from the Universit? catholique de Louvain (UCLouvain) and the Universit? de Namur (UNamur), awarded to Philippe Hiligsmann (spokesperson; UCLouvain), Beno?t Galand (UCLouvain), Laurence Mettewie (UNamur), Fanny Meunier (UCLouvain), Arnaud Szmalec (UCLouvain) and Kristel Van Goethem (UCLouvain). Publisher Copyright: © 2020 John Benjamins Publishing Company. All rights reserved.

PY - 2020/12

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N2 - 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.

AB - 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.

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DO - 10.1075/jicb.18034.van

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VL - 8

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EP - 199

JO - Journal of Immersion and Content-Based Language Education

JF - Journal of Immersion and Content-Based Language Education

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ER -

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

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Understanding foreign language education and bilingual education in Belgium: a (surreal) piece of cake

Assessing CLIL: A multidisciplinary approach

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

ARC 14/19-061: Assessing Content and Language Integrated Learning

L'immersion en question(s). Résultats d'un projet de recherche multidisciplinaire.

Assessing CLIL. International perspectives.

Assessing CLIL. International perspectives.

Cite this

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

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Research output

Understanding foreign language education and bilingual education in Belgium: a (surreal) piece of cake

Assessing CLIL: A multidisciplinary approach

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

Projects

ARC 14/19-061: Assessing Content and Language Integrated Learning

Activities

L'immersion en question(s). Résultats d'un projet de recherche multidisciplinaire.

Assessing CLIL. International perspectives.

Assessing CLIL. International perspectives.

Cite this