The impact of CLIL on the L2 French and L1 Dutch proficiency of Flemish secondary school pupils

Bulté, Bram; Surmont, Jill; Martens, Liesbeth

doi:10.1080/13670050.2021.2018400

Cited by 8 publications

(3 citation statements)

References 42 publications

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“…Fourteen schools (9% of CLIL schools) offered part of the curriculum in French. In perspective of these figures, it is remarkable that so far research has been done only on the effect of bilingual French–Dutch education on French and Dutch and not on the effect of English–Dutch bilingual education on English and Dutch (Bulté et al., 2020).…”

Section: The Domains Of Englishmentioning

confidence: 99%

English in Dutch‐speaking Europe: Features, competence, domains and status

Gerritsen

2024

World Englishes

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After a description of the area in Europe where Dutch is an official language, the historical developments are discussed that resulted in differences between the Netherlands and Dutch‐speaking Belgium (Flanders) in attitude towards Dutch and foreign languages. Next, features of English in these areas, its effects on Inner Circle and other speakers of English and norms strived for are dealt with. English competence is described on the basis of learning objectives for English and results of large‐scale studies. Subsequently, domains where English is used are described: education, scientific research, business, songs. Finally, the attitude of the Dutch and Flemish towards English is outlined. These data are considered in the perspective of the Outer or Expanding Circle status of English. In both the Netherlands and Flanders English does not have second language status, but is the first foreign language, although French has that status by law in Flanders.

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Section: The Domains Of Englishmentioning

confidence: 99%

English in Dutch‐speaking Europe: Features, competence, domains and status

Gerritsen

2024

World Englishes

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“…Regardless of these variations in practice, the general empirical findings so far have indicated that CLIL, if properly implemented in its particular context, can yield positive learning outcomes in cognition and affection. Cognitively, it has produced superior learning gains in language ability, subject knowledge, intercultural knowledge, diverse learning strategies, general cognitive and thinking skills, and so on (Badinska, 2010;Bulte´et al, 2022;Jafarigohar et al, 2022;Mo¨ller, 2017;Orozco & Pedrosa, 2022;Rose Mahan & Norheim, 2021). Affectively, it has resulted in learners' better attitudes toward language, higher motivation for learning and reduced learning anxiety (Badinska, 2010;Bulte´et al, 2022;Lasagabaster, 2009Lasagabaster, , 2019Rose Mahan & Norheim, 2021;San Isidro & Lasagabaste, 2022).…”

Section: A Brief Review Of Clilmentioning

confidence: 99%

“…Cognitively, it has produced superior learning gains in language ability, subject knowledge, intercultural knowledge, diverse learning strategies, general cognitive and thinking skills, and so on (Badinska, 2010;Bulte´et al, 2022;Jafarigohar et al, 2022;Mo¨ller, 2017;Orozco & Pedrosa, 2022;Rose Mahan & Norheim, 2021). Affectively, it has resulted in learners' better attitudes toward language, higher motivation for learning and reduced learning anxiety (Badinska, 2010;Bulte´et al, 2022;Lasagabaster, 2009Lasagabaster, , 2019Rose Mahan & Norheim, 2021;San Isidro & Lasagabaste, 2022). Thanks to these proven benefits, CLIL is often considered as an efficient way to teach subject content and language together (Tedick, 2020) and has become a widely accepted educational approach in the domain of foreign language education across the world (Hemmi & Banegas, 2021).…”

Section: A Brief Review Of Clilmentioning

confidence: 99%

Exploring Students’ Perception of Subject and Translation Integrated Learning (STIL) as an Innovative Approach to Translation Instruction: A Case Study

Huang

2023

Sage Open

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Subject knowledge, also known as domain knowledge or thematic knowledge in translation studies (TS), is universally recognized as a constituent element of translator competence. However, there is a dearth of empirical exploration into its instruction in translation classroom, especially from translation students’ perspective. Inspired by CLIL (content-language integrated learning) in L2 learning and relevant discussions in TS, this study proposes STIL (subject-translation integrated learning) as a novel approach to translation instruction characterized by integration of a systematic in-depth instruction of subject knowledge with translation instruction on course level. It then explores students’ perception of the proposed approach as it is implemented in an MTI (Master of Translation and Interpreting) course specialized in translation of classical texts in economics. The results show: (1) STIL is generally preferred by the participants to other approaches to translation instruction that they have been exposed to; (2) STIL, if well-designed and carried out, could produce positive cognitive and affective outcomes with both subject-learning and translation-learning through a forced and facilitated engagement with the texts.

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The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency

Sato

2024

JICB

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This study investigated the relationship between foreign language (FL) oral proficiency development and teachers’ pedagogical practices in content and language integrated learning (CLIL). A one-group pretest-posttest design was employed to analyze changes in Japanese university students’ FL proficiency over time, alongside classroom observations and interviews that captured their teachers’ classroom pedagogies in CLIL courses. The results generally indicated that students improved their capacity to achieve communicative goals but failed to exhibit progress in oral linguistic competence. The former outcome was attributed to predominantly meaning-focused instruction, the use of dialogic pedagogy, and ample opportunities to practice FL speaking. In contrast, the absence of explicit language instruction and limited practice of fluency development tasks was perceived to lead to the latter outcome. These findings not only contribute to understanding the effects of CLIL on FL learning, but also shed light on the specific pedagogy-related factors that contribute to FL proficiency development.

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The impact of CLIL on the L2 French and L1 Dutch proficiency of Flemish secondary school pupils

Cited by 8 publications

References 42 publications

English in Dutch‐speaking Europe: Features, competence, domains and status

English in Dutch‐speaking Europe: Features, competence, domains and status

Exploring Students’ Perception of Subject and Translation Integrated Learning (STIL) as an Innovative Approach to Translation Instruction: A Case Study

The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency

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