This study analyzes the acquisition of Dutch intensifying constructions by French-speaking learners in Belgium. Additionally, it compares learners enrolled in Content and Language Integrated Learning (CLIL) programs with learners following traditional second language instruction. Within the framework of Diasystematic Construction Grammar, we study the potential impact of CLIL on the acquisition of Dutch intensification by conducting an in-depth constructional analysis at three different levels of schematization.The results of our study indicate that a beneficial CLIL effect is apparent throughout the different levels of abstraction. Moreover, the results allow us to unveil specific reorganizational processes that occur in the diasystem of French-speaking learners of Dutch, such as the overgeneralization of particular schematic patterns and the inaccurate tagging of specific intensifiers.