Affiliation:
1. NaLTT, Université de Namur
2. ILC, UCLouvain
Abstract
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.
Publisher
John Benjamins Publishing Company
Subject
Linguistics and Language,Language and Linguistics,Education
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