Practising and using a language outside the classroom plays a crucial role in second language development and social integration. Across Flanders and Brussels, newcomers can access a wide range of non-formal opportunities to practise Dutch. These activities are typically voluntary, context-based, and socially embedded, and often focus on meaningful interaction rather than explicit language instruction. Despite their popularity, however, we still know surprisingly little about the (differential) impact of non-formal language practice.
This research project examines the impact of non-formal Dutch practice opportunities on both language development and social integration among newcomers. Using a mixed-methods design, the study follows more than 400 participants over time and focuses on four closely connected domains: oral language proficiency and confidence to speak, social networks, participation in society, and sense of belonging. By combining language assessments, surveys, weekly self-reports, observations, and in-depth interviews, the project captures not only measurable outcomes, but also the lived experiences underlying them.
The study examines how effects differ depending on learners’ educational background, language level, age, and life context, as well as on characteristics of the practice opportunities themselves, such as their organisation, accessibility, and focus.
The results will support policymakers and organisations in making informed choices about effective initiatives and will contribute to research on language development beyond the classroom.