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

Résultats de recherche: Contribution à un journal/une revue › Article › Revue par des pairs

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Résumé

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.

langue originale	Anglais
Pages (de - à)	173-199
Nombre de pages	27
journal	Journal of Immersion and Content-Based Language Education
Volume	8
Numéro de publication	2
Date de mise en ligne précoce	1 mai 2020
Les DOIs	https://doi.org/10.1075/jicb.18034.van
Etat de la publication	Publié - déc. 2020

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10.1075/jicb.18034.van

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10 Citations
2 Article
1 Poster

Understanding foreign language education and bilingual education in Belgium: a (surreal) piece of cake
METTEWIE, L. & Van Mensel, L., 2023, Dans: International Journal of Bilingual Education and Bilingualism. 26, 5, p. 639-657 19 p.
Résultats de recherche: Contribution à un journal/une revue › Article › Revue par des pairs

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Assessing CLIL: A multidisciplinary approach
Van Mensel, L. & Hiligsmann, P., juin 2021, (E-pub ahead of print) Dans: International Journal of Bilingual Education and Bilingualism. 5 p.
Résultats de recherche: Contribution à un journal/une revue › Article › Revue par des pairs
Effects of input on written proficiency in L2 English and Dutch: CLIL and non-CLIL learners in French-speaking Belgium
Van Mensel, L., Bulon, A., Hendrikx, I., Meunier, F. & Van Goethem, K., 2017, (Non publié).
Résultats de recherche: Contribution à un événement scientifique (non publié) › Poster › Revue par des pairs

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1 Terminé

ARC 14/19-061: Assessing Content and Language Integrated Learning
Van Mensel, L. (Responsable du Projet) & Mettewie, L. (Responsable du Projet)
1/10/14 → 31/12/19
Projet: Recherche

8 Participation à un Colloque, une journée d'étude
1 Participation à une conférence, un congrès

L'immersion en question(s). Résultats d'un projet de recherche multidisciplinaire.
Hiligsmann, P. (Conférencier), Van Mensel, L. (Conférencier), Van Goethem, K. (Conférencier), Meunier, F. (Conférencier), Galand, B. (Conférencier), Mettewie, L. (Conférencier), Szmalec, A. (Orateur), Bulon, A. (Orateur), De Smet, A. (Orateur), Hendrikx, I. (Orateur) & Simonis, M. (Orateur)
8 mai 2019
Activité: Participation ou organisation d'un événement › Participation à un Colloque, une journée d'étude
Assessing CLIL. International perspectives.
Van Mensel, L. (Membre du Comité d'Organisation) & Mettewie, L. (Membre du Comité d'Organisation)
7 mai 2019 → 9 mai 2019
Activité: Participation ou organisation d'un événement › Participation à un Colloque, une journée d'étude
Assessing CLIL. International perspectives.
Van Mensel, L. (Membre du Comité Scientifique) & Mettewie, L. (Membre du Comité Scientifique)
7 mai 2019 → 9 mai 2019
Activité: Participation ou organisation d'un événement › Participation à un Colloque, une journée d'étude

Contient cette citation

@article{297f832214ad4e58958a7d6ef4713a58,

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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author = "{Van Mensel}, Luk and Am{\'e}lie Bulon and Isa Hendrikx and Fanny Meunier and {Van Goethem}, Kristel",

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.",

year = "2020",

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doi = "10.1075/jicb.18034.van",

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volume = "8",

pages = "173--199",

journal = "Journal of Immersion and Content-Based Language Education",

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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

Y1 - 2020/12

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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KW - Writing

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DO - 10.1075/jicb.18034.van

M3 - Article

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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

Résumé

Accès au document

Autres fichiers et liens

Empreinte digitale

Résultat de recherche

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

Projets

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

Activités

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

Assessing CLIL. International perspectives.

Assessing CLIL. International perspectives.

Contient cette citation