The role of socio-affective variables in French-speaking CLIL and non-CLIL learners

This poster presents the context and methodology of a study on the role of socio-affective aspects in CLIL as dependent, dynamic and predictive variables as well as sociocultural outcomes. This study is part of the broader ARC project 'Assessing Content and Language Integrated Learning (CLIL): linguistic, cognitive and educational perspectives' (French-speaking Belgium).