New challenges for CLIL research
Identifying (in)equity issues
Bibliographic Data
| ID | 9744938 |
|---|---|
| Authors | Ana Llinares (0000-0002-6826-1253, Universidad Autónoma de Madrid, corresponding author), Russell Cross (0000-0003-1424-560X, The University of Melbourne) |
| Year | 2022 |
| Volume | 35 |
| Issue | 2 |
| Pages | 169-179 |
| Publication date | 2022-12-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | AILA Review (JOURNAL) |
| Journal identifiers | ISSN: 1461-0213 • E-ISSN: 1570-5595 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/aila.00054.edi |
| OpenAlex | W4382705621 |
| Language | EN |
| Citations received | 3 |
| References cited | 34 |
Recent studies on CLIL have revealed contradictory results regarding its role in enhancing equal opportunities and social inclusion. This special issue draws on the theme of the CLIL ReN symposium at AILA 2021, “CLIL Pedagogy and Greater Fairness, Equity, and Inclusion”, and the papers in this volume address both opportunities and challenges of CLIL in contributing to equity and inclusion. The special issue seeks to question, explore, and understand how CLIL might have the potential or not to contribute to greater equity and access to quality educational provision, with attention to not only the learning of languages, but also of content. (In)equity in CLIL will be addressed through conceptual as well as empirical studies which focus on different contexts (Argentina, Australia, Japan, Spain, and The Netherlands) and different educational levels (primary, secondary, pre-vocational studies, and pre-service teacher education)
Content and language integrated learning · Empirical research · Pedagogy · Political science · Social science · Sociology · Vocational education · Second Language Learning and Teaching
Class, codes and control
The Structuring of Pedagogic Discourse
A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education
The Spirit Level
Schooling in capitalist America
Critical Analysis of CLIL
"You Can Stand Under My Umbrella"
Equity in Bilingual Education
Dispelling the monolingual myth
Systemic functional linguistics
Ideology and Curriculum
Content and Language Integrated Learning and the inclusion of immigrant minority language students
CLIL Students’ Affectivity in the Transition between Education Levels
Integration in CLIL
Classroom Interaction in CLIL Programs
Languages, cultural capital and school choice
The Place of CLIL in (Bilingual) Education
Schooling in Capitalist America Revisited
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |