Laurence Mettewie

• University of Namur

This entry discusses the position of English in each of the three semi‐autonomous regions (Flanders, Wallonia, the Capital District of Brussels) and in the three official language communities (the Dutch, French and German‐speaking communities) that make up the federal state of Belgium. Aspects discussed include the presence and use of English in ed...

This paper studies the circulation of learner emotions during a tertiary chitchatting e-tandem called Bab(b)elade. In this online collaborative language learning project, students of French and Dutch develop each other’s foreign language competence in an informal setting, away from ‘classic’ academic requirements. Using questionnaire data and intro...

This study relies on a longitudinal design to test the added value of a Content and Language Integrated Learning approach (CLIL) for socio-affective outcomes. 756 French-speaking pupils at primary or secondary school, learning either English or Dutch (as a ‘language other than English’), in a CLIL track or in non-CLIL mainstream foreign language cl...

Voor heel wat vreemdetaalleerders is een spontaan gesprek met een onbekende moedertaalspreker van de doeltaal een emotionele ervaring. Velen ondervinden foutenangst, stress of schaamte, waardoor zo'n gesprek vaak strandt of zelfs vermeden wordt. Een informeel e-tandemproject kan een antwoord bieden op die uitdaging. Als iets rationeels, vooral gest...

In the acronym CLIL, the “i” refers to the integration of both content and language objectives, also referred to as “dual focus”. In order to realise this dual focus at least three aspects need consideration: agreeing on the meaning of dual focus, making explicit how teachers can collaborate to achieve it in their classes, and examining what conten...

This article explores recent (1995-2018) discourses on ‘multilingualism’ in the Dutch- and French-medium written press in Belgium: how is the notion of ‘multilingualism’ thematised and evaluated and how does this reflect underlying historical, political and socio-economic sensitivities linked to the long-standing Belgian conflict? Based on a corpus...

The aim of the present article is to provide an overview of the current state of affairs regarding foreign language education and bilingual education in the different parts of Belgium. In a brief historical contextualisation, we explain how language education in Belgium has been shaped by the country’s political and economic history, which has led...

Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation. Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in t...

Content and language integrated learning (CLIL) programmes are increasingly popular throughout Europe, but are sometimes accused of inducing a selection bias in the pupil population, both through selection mechanisms of the schools themselves and self-selection of the pupils (and/or their parents). As a result, the outcomes of the CLIL approach may...

This study investigates pupils’ anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research o...

Although recently published surveys have confirmed that CLIL learners outperform traditional L2 learners as far as target language test scores are concerned, it nonetheless remains largely unclear to what extent, in what respect and thanks to which (internal and external) processes and factors (see Dalton-Puffer, 2011). Therefore, a 5-year multidis...

In times of globalization, policies increasingly promote multilingualism as a strong social and economic asset. One way to foster multilingualism in education is Content and Language Integrated Learning (CLIL), a didactic method in which school subjects are taught in a different target language than the mainstream school language. In the French-spe...

Poster presentation of doctoral research project, including study context, theoretical framework, broader research context and methodology of current study.

Résumé À Montréal et Bruxelles, les contraintes légales sur l’usage des langues ont suscité l’émergence de formes linguistiques d’affichages qui contournent les lois en utilisant des jeux de mots ou formes bilingues, que Lamarre (à paraître) appelle des « clins d’oeil bilingues ». Dans une approche comparative, nous analysons les stratégies linguis...

Résumé L’objectif de cet article est de présenter et de comparer le rôle des milieux communautaires et scolaires dans les rapports entre communautés linguistiques historiques de Montréal et de Bruxelles. Même si ces deux contextes linguistiques sont différents à bien des égards, ils partagent deux caractéristiques qui laissent croire que l’une et l...

Brussels is a bilingual citv, where Dutch has gradually gained high status, both economically and politically over the past decades. However, there are no bilingual educational programmes for French and Dutch, which is why many Francophone parents chose to send their children to the Dutch-medium schools of Brussels. These schools are one of the ver...

Vers le milieu des années 1990, le Canada et la Belgique ont connu une forte recrudescence de «dérapages racistes» entre les deux principaux groupes nationaux dans ces pays 4 . Sans le savoir, nos analyses des discours racistes dans les rapports entre ces groupes ont été publiées au même moment dans nos pays respectifs (Morelli et al, 1998 ; Potvin...