Search

Multilingualism is promoted as an important social and economic asset, especially in Belgium where three official languages and four linguistic areas co-exist. One way to foster multilingualism in education is the Content and Language Integrated Learning (CLIL) pedagogical approach, in which some school subjects (e.g. history, geography, mathematics, etc.) are taught in a different language than the mainstream school language. This thesis - framed within a multidisciplinary research project on CLIL in French-speaking Belgium - focusses on the (longitudinal) acquisition of phraseological units by French-speaking secondary school learners of English and Dutch as a foreign language. It compares the acquisition of such units by CLIL and NON-CLIL learners. Phraseology refers to the large number of multiword combinations that compose the language (e.g. good at, in addition to, how are you, op reis gaan ‘go on holiday’, bang voor ‘afraid of’, zelfs als ‘even though’, etc.). Research shows that the acquisition of phraseological units remains a stumbling block for all foreign language learners, even at advanced levels. In fact, phraseology is not always subject to explicit instruction and implicit learning has its limits in instructed settings. Moreover, interferences from the mother tongue (L1) also impact the learning process. As the CLIL approach is considered as a more implicit and input-rich type of learning context, we hypothesized a better and faster acquisition of phraseological units by CLIL learners compared to their NON-CLIL peers in traditional foreign language classes. On the whole, the results of this thesis corroborate our hypotheses. A higher phraseological productive and receptive knowledge was observed in the CLIL group. The longitudinal results were however more mixed since the CLIL learners either positively progressed, but to a lesser extent than the NON-CLIL learners (in the case of English), or even displayed a decrease in their use of phraseological u, Le multilinguisme est promu comme un atout social et économique important, surtout en Belgique où coexistent trois langues officielles et quatre régions linguistiques. Une manière d’encourager le multilinguisme dans l’éducation est l’implémentation de l’approche pédagogique appelée Content and Language Integrated Learning (CLIL) ou Enseignement de Matières par Intégration d’une Langue Etrangère (EMILE). Cette approche implique l’enseignement d’une matière comme l’histoire, la géographie ou les mathématiques dans une autre langue que la langue d’enseignement traditionnelle. Cette thèse – qui s’inscrit dans le contexte d’un projet de recherche multidisciplinaire sur le CLIL en Belgique francophone – se concentre sur l’apprentissage (longitudinal) d’unités phraséologiques par des élèves de secondaire apprenant l’anglais ou le néerlandais langue étrangère. L’étude compare l’acquisition de ces unités phraséologiques chez des élèves en CLIL ou en enseignement traditionnel des langues (NON-CLIL). La phraséologie fait référence aux différentes combinaisons de mots qui composent le langage (ex : good at ‘bon/doué en’, in addition to ‘en plus de’, how are you ‘comment vas-tu’, op reis gaan ‘voyager’, bang voor ‘peur de’, zelfs als ‘même si’, etc.). La recherche montre que l’acquisition des unités phraséologiques reste un obstacle pour tous les apprenants d’une langue étrangère, même pour ceux qui ont un niveau avancé. Il faut dire que la phraséologie n’est pas toujours enseignée explicitement en classe et que l’apprentissage implicite a ses limites dans le contexte scolaire. De plus, le processus d’acquisition est impacté par l’influence de la langue maternelle (L1). Etant donné que l’approche CLIL est considérée comme étant une approche plus implicite et plus riche en termes d’apport langagier, nous émettons l’hypothèse que l’acquisition des unités phraséologiques sera meilleure et plus rapide chez les élèves en CLIL que ceux en enseignement traditionnel des langues (NON-CLI, (LALE - Langues et lettres) -- UCL, 2019

In an era of growing internationalization, Content and Language Integrated Learning (CLIL) is increasingly promoted by policies as an efficient educational method to foster bilingualism. Although this method of foreign-language acquisition is gaining in popularity, key fundamental questions about the cognitive effects and implications of CLIL are intensively debated by international scientific researchers, policy makers and different educational stakeholders. The first goal of this thesis was to examine whether CLIL pupils successfully attain the two main educational objectives of CLIL education, which are proficiency in multiple languages and acquisition of content knowledge. Do the foreign-language gains expected from CLIL emerge and do they arise without loss of oral and written language proficiency in the main school language? Do CLIL pupils achieve comparable levels of academic content knowledge compared to non-CLIL pupils who acquired content through the main school language? The second goal of this thesis was related to the broader nonverbal cognitive implications of CLIL education. CLIL is a highly cognitive demanding context in which pupils constantly have to manage multiple languages. Therefore, this thesis also falls within the debate related to the cognitive control advantages often associated with bilingualism. Through large-scale studies, we demonstrated that the two main educational goals of CLIL education are successfully attained by CLIL pupils in French-speaking Belgium. CLIL fosters foreign language knowledge without loss on the main school language and CLIL pupils successfully achieve their curriculum with comparable levels of academic content knowledge as non-CLIL pupils. Finally, other nonverbal cognitive benefits, like cognitive control advantages, could not be observed in our samples. Overall, CLIL in French-speaking Belgium is a story of significant cognitive gains, with virtually no measurable losses., (PSYE - Sciences psychologiques et de l'éducation) -- UCL, 2019

In the literature, social support is depicted as an important determinant of whether someone completes their doctoral process.However, few studies actually test the impact of social support in sound quantitative designs. The present study provides an incrementalunderstanding of the social support effect by (a) assessing the joint influence of three sources of social support (supervisor, academic peers,and relatives) on the emotions of doctoral students, their perceived progress and intention to persist; and (b) testing the interactions betweenthese three sources of support and the doctoral stage of advancement. To this end, we carried out a longitudinal three-wave study with 446doctoral students from two Belgian universities. The hierarchical regressions showed that (1) only supervisor support significantly predictedthe outcomes of doctoral students and (2) the influence of social support on intention to persist was moderated by the stage of advancementin the doctoral journey. We discuss these results and their implications for further work on social support in light of existing literature ondoctoral persistence., info:eu-repo/semantics/published

info:eu-repo/semantics/published

The objectives of this thesis were to explore how effectiveness of school-based anti-bullying interventions (SBABI) evolves over time and to assess the possibility to predict the medium-term or long-term effectiveness of SBABIs on the basis of their short-term effectiveness. The first step included a literature review in order to understand the study designs and evaluation techniques that researches used to assess the effectiveness. This literature review described the methodologies based on which researchers collected evidence and concluded on the effectiveness of their SBABIs. In order to address the thesis objectives, a collaborative project was established, named SET-Bullying (“Statistical modelling of the Effectiveness of school based anti-bullying interventions and Time”). The above-mentioned literature review was used to identify potentially eligible studies. After addressing a call for collaboration to the corresponding authors of these studies, this project included data from two of them, the DFE-SHEFFIELD study from United Kingdom and the RESPEKT study from Norway. Both of these studies have used pupil self-reported frequencies on being bullied and bullying others as an effectiveness measure, but using different instruments to elicit this information. Thus, the subsequent step of this thesis was to harmonize the data from these studies using polychoric principal components analysis, in order to be able to perform the same analysis with the data from both studies. The data from both studies were analysed using mixed effect models in order to take into account the hierarchical (i.e. the responses of pupils from the same school may be more correlated with each other as opposed to the responses of pupils from different schools) and the longitudinal structure (i.e. same pupils are more likely to respond in a similar way in the repeated measurements of each studies) of the data. With regard to the primary objective of the thesis, it was observed that effectivene, Doctorat en Santé Publique, info:eu-repo/semantics/nonPublished

Given the link between helping skills and psychotherapy outcomes, and as no validated training existed in French, we created an exploration helping skills training program for inexperienced psychology undergraduates. Our training program is very practical and has a structured framework, adapted to novice helpers. The training content as well as three studies concerning its effectiveness and its evaluation are described in this doctoral thesis. Helping skills were systematically assessed by three objective measures (a knowledge multiple choice test, a video test and a role play), as well as by self- and peer-reported questionnaires. Although these levels of assessment seemed to be weakly correlated with each other, all of them have reflected an improvement of helpers’ helping skills, demonstrating the training effectiveness., Longtemps sous-estimées au profit de connaissances théoriques et de techniques, les compétences interpersonnelles du psychologue favorisent pourtant l’amélioration du bien-être du client. Puisqu’aucune formation francophone visant à développer de telles compétences chez les étudiants de psychologie ne semblait avoir été validée, nous en avons créé une. Sa forme structurée et son contenu pratique rendent notre formation particulièrement adaptée aux aidants n’ayant aucune expérience d’entretien. Le contenu de la formation aux compétences d'aide d'exploration ainsi que trois études concernant son efficacité et son évaluation sont décrits dans cette thèse de doctorat. Les compétences d’aide ont été systématiquement évaluées par trois mesures objectives (un questionnaire de connaissances à choix multiples, un test vidéo et un jeu de rôle), ainsi que par des questionnaires auto- et hétéro-rapportés. Bien que ces niveaux d'évaluation semblent peu corrélés les uns avec les autres, tous ont reflété une amélioration des compétences d'aide, démontrant l'efficacité de la formation., (PSYE - Sciences psychologiques et de l'éducation) -- UCL, 2017

By interacting with their child, parents build their own sense of competence as a parent. This parental self-efficacy relates to each parent’s representation of a “good parent”, an ideal parent-child relationship and the belief that he is doing a good job or not as a parent. What if the child is being difficult, non-compliant, aggressive or agitated? This dissertation presents an innovative parenting program called Confident Parents designed for parents of young children displaying difficult behavior such as agitation, non-compliance or aggressiveness. The innovation of this program is twofold: it is focused and exclusively cognitive, as it intends to specifically focus on parental self-efficacy enhancement. Effects of this intervention on both parent and child behaviors are measured through both questionnaires and observations. Its effects are discussed taking into account child initial behavior severity, socio-economic status and child temperament as predictors of the effects of this parental self-efficacy program., (PSYE - Sciences psychologiques et de l'éducation) -- UCL, 2016

This thesis is developped in an interdisciplinary project which aims to study in two disciplines secondary transition (French and physical education), two characteristics of teaching-practices may positively influence the motivating students. Based on questionnaires validated and multidimensional observations conducted in 5 physical education classes, the analysis focuses on two dimensions of teaching practices privileged in teaching skills: the contextualisation of learnings of and type of teacher-students interactions. The challenge is, comparatively, to examine the relationship between these dimensions and the motivation of students, particularly their perception of the value of work performed and hope of success. Moreover, video-based analysis were conducted to understand relations between contextualisation of learnings and teacher-student interactions and student’s motivations., (EDPH 3) -- UCL, 2011

Les organisations scolaires ont longtemps été caractérisées comme des systèmes faiblement coordonnés. Dans les établissements, les décisions relatives aux pratiques, le choix du matériel pédagogique et la conduite de la classe sont fondamentalement des affaires individuelles, soustraites au regard des collègues, tandis que la direction coordonne peu le travail des enseignants et ne contrôle pour ainsi dire pas la progression des élèves. Des transformations des modes de régulation amorcées dans les années 1980 ont pourtant sensiblement modifié la place de l’établissement comme lieu d’orientation des politiques et des pratiques d’enseignement, et accentué la coordination du travail des enseignants. C’est dans le cadre de ces transformations politico-institutionnelles que nous nous interrogeons sur la question de la coordination locale du travail enseignant. L’objet majeur de la présente thèse est de comprendre comment et à quelles conditions l’établissement scolaire peut être un lieu de coordination du travail enseignant, mais aussi d’estimer l’impact de la coordination locale sur l’apprentissage des élèves. Trois approches sont successivement explorées à partir d’un travail de synthèse critique de la littérature et de recherches empiriques originales. La première approche vise à rendre compte des facettes explicites de la coordination du travail enseignant et à donner sens à l’ordre social apparent qui caractérise les systèmes scolaires. La seconde voie pose la question de l’efficacité des modes de coordination locaux. Enfin, des modèles microsociologiques ont été mobilisés pour fonder théoriquement l’hypothèse selon laquelle les sources des variations locales des formes de coordination sont en partie le fruit d’un travail local et interprétatif des enseignants., (PSY 3) -- UCL, 2009