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Publications (35)
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...
Scholars working on multilingualism within the family have often highlighted the dynamic nature of any single family's language policy, as well as the active role that both parents and children can play in the evolution of their family language policy and language practices. In this article, my aim is to revise the usefulness of two concepts, famil...
Many voices in contemporary sociolinguistics profess an understanding of multilingualism as a set of (social) language practices that make up a speaker’s language repertoires, rather than as a combination of separate languages seen as bounded entities. Such an interpretation of multilingualism, however, is hard to maintain from a language policy po...
Background: An emerging trend has been observed in the number of schools offering Content and Language Integrated Learning (CLIL) programs, where academic content is taught through a foreign language. The studies exploring the impact of CLIL programs on content learning are scarce and produce inconsistent results.Aims: The current study examines th...
Background: An emerging trend has been observed in the number of schools offering Content and Language Integrated Learning (CLIL) programs, where academic content is taught through a foreign language. The studies exploring the impact of CLIL programs on content learning are scarce and produce inconsistent results.
Aims: The current study examines...
Background: An emerging trend has been observed in the number of schools offering Content and Language Integrated Learning (CLIL) programs, where academic content is taught through a foreign language. The studies exploring the impact of CLIL programs on content learning are scarce and produce inconsistent results.Aims: The current study examines th...
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...
This longitudinal study assessed the relative importance of second language exposure, motivational and attitudinal factors, and executive functions in predicting receptive vocabulary acquisition in children and adolescents after controlling for background characteristics (socio-economic status, non-verbal intelligence) and prior knowledge. The samp...
Introduction of the special issue ‘Exploring the multilingual family repertoire: ethnographic approaches'.
Advocates of multilingualism are always seeking new ways to articulate the advantages inherent in living out life in more than one language. This volume brings together researchers from across Europe to explore sociolinguistic perspectives on multilingualism, with specific emphasis on identity, diversity, and social cohesion, as they focus explicit...
Introduction of the Special Issue ‘Assessing CLIL: A multidisciplinary approach’.
Please find a copy here:
https://www.tandfonline.com/eprint/KQNKDSBBVU7V2MD3S2FK/full?target=10.1080/13670050.2021.1935441
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...
Special Issue. Cahiers internationaux de sociolinguistique, 16(2).
As part of a project on Content and Language Integrated Learning (CLIL) in French-speaking Belgium, 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 sho...
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...
For a free copy of this review, go to
https://www.tandfonline.com/eprint/2BbdYBCX6kI2gmxRyTB8/full?target=10.1080/09500782.2018.1459684
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...
Recent studies on language learning motivation have foregrounded notions of identity formation and self-fulfilment. This paper takes two different theoretical frameworks as points of departure (Dörnyei’s ‘L2 Motivational Self System’ and Kramsch’s ‘desire in language’), but it looks at the motivation/desire of the parents of young language learners...
This paper investigates the family language policy of a Chinese immigrant family living in Flanders. Interviews and interactional data shed light on how the parents plan their children's language education within the home context and the factors that influence their choices in this regard. The data also reveal the extent to which the parents are su...
In the past decade, research on language policy has shifted from a top–down approach toward the inclusion of micro-political aspects and ethnographic approaches. In studies of bilingualism and bilingual acquisition the role of parents and parenting has always been mentioned as an important (although somewhat peripheral) factor. In this paper, our a...
In the officially bilingual (French–Dutch) Brussels Capital Region (Belgium), education is largely organized in two parallel but separate systems: French-medium education and Dutch-medium education. Parents must choose to send their children to either a Dutch- or a French-medium school. The choice of one education system over another may generate i...
Poster presentation of doctoral research project, including study context, theoretical framework, broader research context and methodology of current study.
Being visible may be as important for minority languages as being heard. Traditional research on minority languages focuses on language maintenance and language shift, on language endangerment and revitalization, on language transmission in the family, on education, and on language policies in other social domains such as the media. Although litera...
When we first started the project of looking at minority languages through a linguistic landscape lens, we felt that the visibility of minority languages in public space had been insufficiently dealt with in traditional minority language research. A linguistic landscape approach, as it had developed over the last years, would constitute a valuable...
In this chapter we present the results of a composite pilot study on the Linguistic Landscape (LL) in the French-German language border area in eastern Belgium, more specifically in the municipality of Eupen (where German is the official language and language facilities are offered to the French-speaking minority) on the one hand, and the municipal...
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...
In the officially bilingual Belgian capital Brussels, two independent education systems operate in parallel: a Dutch-language education system and a French-language education system. Pupils and parents can choose between both systems freely and independently of their home language background. Many Francophone parents prefer to enrol their children...
