Effects of input on written proficiency in L2 English and Dutch: CLIL and NON-CLIL learners in French-speaking Belgium

The present study falls within the framework of an interdisciplinary project on Content and Language Integrated Learning (CLIL) in French-speaking Belgiumi. It explores the effects of input on written proficiency in immersive (CLIL) and non-immersive (non-CLIL) language learning settings using various input measures. Several studies (e.g. Zydatiß 2007; Lorenzo & Moore 2010; Jexenflicker & Dalton-Puffer 2010; Gené-Gil, Juan Garau & Salazar-Noguera 2015; Martínez 2015; Bulon, Hendrikx, Meunier & Van Goethem forthcoming) compare the language proficiency of learners in CLIL and non... Mehr ...