Luk Van Mensel
Biographic Data
| ID | 4609712 |
|---|---|
| NAME | Luk Van Mensel |
| GIVEN NAMES | Luk |
| FAMILY NAME | Van Mensel |
| SIGNATURE | VAN MENSEL L |
| AFFILIATIONS | University of Namur |
| ORCID | 0000-0003-0438-5860 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 46 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
“Never seen Chinese people and Korean people try to learn each other’s language so hard”
Although transnational digital platforms are often associated with global connectivity, they also provide powerful arenas for the interactional production of nationalism. This article examines how digital nationalism is enacted through multilingual practices in transnational online conflict. It analyzes comments on two YouTube videos by Chinese influencer Li Ziqi, whose pickle-making content sparked a Sino-Korean dispute over the origin and owner…
Linking mindsets to emotions in foreign language learning
Language proficiency and study achievement of pupils with dyslexia enrolled in content and language integrated learning (CLIL)
To date, very little research has been conducted on the inclusiveness of CLIL for pupils with learning disorders. The current study investigated whether pupils with dyslexia may also benefit from a CLIL experience or whether reading disorders should rather be considered as a risk factor for attending CLIL. To address this question, 28 5th and 11th-grade pupils with diagnosed dyslexia and 112 matched controls were identified within a sample of ove…
A longitudinal test of the impact of CLIL on language emotions and learning motivation
Testing the predictive power of executive functions, motivation, and input on second language vocabulary acquisition
Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels
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 the literature by investigating language attitudes and motivation in CLIL on a large scale across two…
Assessing CLIL
Introduction of the Special Issue ‘Assessing CLIL: A multidisciplinary approach’
Understanding foreign language education and bilingual education in Belgium
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 to legal constraints concerning the language(s) of instruction as well as foreign language education…
Exploring the multilingual family repertoire
Introduction of the special issue ‘Exploring the multilingual family repertoire: ethnographic approaches
Language learning motivation and projected desire
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, rather than at the learners themselves. Based on in-depth interviews about language and identity w…
CLIL, an elitist language learning approach? A background analysis of English and Dutch CLIL pupils in French-speaking Belgium
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 be artificially promoted, and, at the same time, such a selection bias can contribute to an elitist…
Quiere koffie ?’ The multilingual familylect of transcultural families
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, familylect and language repertoire, for examining multilingual families’ everyday interactions. I argue t…
Being a Francophone Parent with Children in Dutch-medium Education in Brussels
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 identity-related issues, such as the idea—rooted in nationalism—that “being a French speaker” and “se…
Children and choices
Minority Languages in the Linguistic Landscape
Multilingualism at all Costs
Quiere koffie ?’ The multilingual familylect of transcultural families
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, familylect and language repertoire, for examining multilingual families’ everyday interactions. I argue t…
CLIL, an elitist language learning approach? A background analysis of English and Dutch CLIL pupils in French-speaking Belgium
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 be artificially promoted, and, at the same time, such a selection bias can contribute to an elitist…
Children and choices
Exploring the multilingual family repertoire
Introduction of the special issue ‘Exploring the multilingual family repertoire: ethnographic approaches
A longitudinal test of the impact of CLIL on language emotions and learning motivation
Multilingualism at all Costs
Minority Languages in the Linguistic Landscape
Children and choices
Being a Francophone Parent with Children in Dutch-medium Education in Brussels
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 identity-related issues, such as the idea—rooted in nationalism—that “being a French speaker” and “se…
Quiere koffie ?’ The multilingual familylect of transcultural families
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, familylect and language repertoire, for examining multilingual families’ everyday interactions. I argue t…
Language learning motivation and projected desire
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, rather than at the learners themselves. Based on in-depth interviews about language and identity w…
CLIL, an elitist language learning approach? A background analysis of English and Dutch CLIL pupils in French-speaking Belgium
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 be artificially promoted, and, at the same time, such a selection bias can contribute to an elitist…
Exploring the multilingual family repertoire
Introduction of the special issue ‘Exploring the multilingual family repertoire: ethnographic approaches
Testing the predictive power of executive functions, motivation, and input on second language vocabulary acquisition
Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels
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 the literature by investigating language attitudes and motivation in CLIL on a large scale across two…
Assessing CLIL
Introduction of the Special Issue ‘Assessing CLIL: A multidisciplinary approach’
Understanding foreign language education and bilingual education in Belgium
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 to legal constraints concerning the language(s) of instruction as well as foreign language education…
A longitudinal test of the impact of CLIL on language emotions and learning motivation
Language proficiency and study achievement of pupils with dyslexia enrolled in content and language integrated learning (CLIL)
To date, very little research has been conducted on the inclusiveness of CLIL for pupils with learning disorders. The current study investigated whether pupils with dyslexia may also benefit from a CLIL experience or whether reading disorders should rather be considered as a risk factor for attending CLIL. To address this question, 28 5th and 11th-grade pupils with diagnosed dyslexia and 112 matched controls were identified within a sample of ove…
“Never seen Chinese people and Korean people try to learn each other’s language so hard”
Although transnational digital platforms are often associated with global connectivity, they also provide powerful arenas for the interactional production of nationalism. This article examines how digital nationalism is enacted through multilingual practices in transnational online conflict. It analyzes comments on two YouTube videos by Chinese influencer Li Ziqi, whose pickle-making content sparked a Sino-Korean dispute over the origin and owner…
Linking mindsets to emotions in foreign language learning
Linguistics (12 works) · Psychology (9 works) · Sociology (9 works) · Multilingual Education and Policy (8 works) · Pedagogy (8 works) · Second Language Learning and Teaching (8 works) · Mathematics education (7 works) · Computer Science (5 works) · EFL/ESL Teaching and Learning (5 works) · Multilingualism (5 works)