Cover not available
Editorial published In:
(In)equity Issues in CLIL
Edited by Ana Llinares and Russell Cross
[AILA Review 35:2] 2022
► pp. 169–179
Editorial

New challenges for CLIL research

Identifying (in)equity issues

| Universidad Autónoma de Madrid
| University of Melbourne
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).
Article outline
  • Introduction
  • Research insights on CLIL equity issues: Opportunities and words of caution
    • CLIL as window of opportunities for equity in education
    • Words of caution
  • This issue
  • References


This article is available free of charge.

Published online: 30 June 2023
DOI logo
https://doi.org/10.1075/aila.00054.edi
References (45)
References
Allan, J., & Artiles, A. J. (Eds.). (2016). World yearbook of education 2017: Assessment inequalities. Routledge. DOI logoGoogle Scholar
Apple, M. W. (1982). Education and power. Routledge & Kegan Paul.Google Scholar
(1979). Ideology and curriculum. Routledge & Kegan Paul. DOI logoGoogle Scholar
Apple, M. W., & Weis, L. (1985). Ideology and schooling: The relationship between class and culture. Education and Society, 3 (1), 45–63.Google Scholar
Bernstein, B. B. (1990). The structuring of pedagogic discourse. Routledge.Google Scholar
(1971). Class, codes, and control. Routledge & Kegan Paul.Google Scholar
Bower, K., Coyle, D., Cross, R., & Chambers, G. N. (Eds.). (2020). Curriculum integrated language teaching. Cambridge University Press. DOI logoGoogle Scholar
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. Routledge & Kegan Paul.Google Scholar
(2002). Schooling in Capitalist America Revisited. Sociology of Education, 75 (1), 1–18. DOI logoGoogle Scholar
Broca, A. (2016). CLIL and non-CLIL: Differences from the outset. ELT Journal, 70 ( 3 ), 320–331. DOI logoGoogle Scholar
Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied linguistics, 35 (3), 243–262. DOI logoGoogle Scholar
Coyle, D. (2018). The place of CLIL in (bilingual) education. Theory Into Practice, 57 (3), 166–176. DOI logoGoogle Scholar
Coyle, D., & Meyer, O. (2021). Beyond CLIL. Cambridge University Press. DOI logoGoogle Scholar
Cross, R. (2013). Research and evaluation of the content and language integrated learning (CLIL) approach to teaching and learning languages in Victorian schools. Victorian Department of Education and Training.Google Scholar
(2015). Defining content and language integrated learning for languages education in Australia. Babel, 49 (2), 4–15.Google Scholar
Dalton-Puffer, C. (2013). A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1 (2), 216–253. DOI logoGoogle Scholar
Dalton-Puffer, C., Nikula, T., & Smit, U. (2010). Charting promises premises and research on content and language integrated learning. In C. Dalton-Puffer, T. Nikula, & U. Smit. (Eds.) Language use and language learning in CLIL classrooms (pp. 1–19). John Benjamins. DOI logoGoogle Scholar
(2010). Language use and language learning in CLIL: Current findings and contentious issues. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.). Language use and language learning in CLIL classrooms (pp. 279–291). John Benjamins. DOI logoGoogle Scholar
Dalton-Puffer, C., Llinares, A., Lorenzo, F., & Nikula, T. (2014). “You can stand under my umbrella”: Immersion, CLIL and bilingual education. A response to Cenoz, Genesee, & Gorter (2013). Applied Linguistics, 35 (2), 213–218. DOI logoGoogle Scholar
Darling-Hammond, L. (1994). Performance-based assessment and educational equity. Harvard Educational Review, 64 (1), 5–31. DOI logoGoogle Scholar
Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100 (S1), 19–47. DOI logoGoogle Scholar
Fernández-Agüero, M., & Hidalgo-McCabe, E. (2020). CLIL Students’ affectivity in the transition between education levels: The effect of streaming at the beginning of secondary education. Journal of Language, Identity & Education, 21 (6), 363–377. DOI logoGoogle Scholar
Fielding, R., & Harbon, L. (2022). Dispelling the monolingual myth: Exploring literacy outcomes in Australian bilingual programmes. International Journal of Bilingual Education and Bilingualism, 25 (3), 997–1020. DOI logoGoogle Scholar
Hidalgo-McCabe, E. (2020). Streaming in CLIL and its effects on students’ socialisation in school. Unpublished Doctoral Dissertation. UAM Repository. [URL]
Hüttner, J. (2017). ELF and Content and Language Integrated Learning. In Jenkins, J., Baker, W. & Dewey, M. (Eds.). The Routledge handbook of English as a lingua franca (pp. 481–493). Routledge. DOI logoGoogle Scholar
Jencks, C., Smith, M., Acland, H., Bane, M. J., Cohen, D., Gintis, H., Heyns, B., & Michelson, S. (1972). Inequality: A reassessment of the effects of family and schooling in America. Basic Books.Google Scholar
Lamb, S., Jackson, J., Walstab, A., & Huo, S. (2015). Educational opportunity in Australia 2015: Who succeeds and who misses out. Centre for International Research on Education Systems, Victoria University, for the Mitchell Institute.Google Scholar
Lasagabaster, D. (2022). English-medium instruction in higher education. Cambridge University Press. DOI logoGoogle Scholar
Lin, A. M. (2016). Language across the curriculum and CLIL in English as an additional language (EAL) contexts: Theory and practice. Springer. DOI logoGoogle Scholar
Llinares, A. (2015). Integration in CLIL: A proposal to inform research and successful pedagogy. Language, Culture and Curriculum, 28 (1), 58–73. DOI logoGoogle Scholar
Llinares, A., & Evnitskaya, N. (2021). Classroom interaction in CLIL programs: Offering opportunities or fostering inequalities? TESOL Quarterly, 55 (2), 366–397. DOI logoGoogle Scholar
Llinares, A., & McCabe, A. (2020). Systemic functional linguistics: The perfect match for content and language integrated learning. International Journal of Bilingual Education and Bilingualism, 1–6. DOI logoGoogle Scholar
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge University Press.Google Scholar
Lorenzo, F., Granados, A., & Rico, N. (2021). Equity in bilingual education: Socioeconomic status and Content and Language Integrated Learning in monolingual Southern Europe. Applied Linguistics, 42 (3), 393–413. DOI logoGoogle Scholar
Martín Rojo, L. (2010). Educating in multilingual and multicultural schools in Madrid. In L. Martín Rojo (Ed.), Constructing inequality in multilingual classrooms (pp. 15–50). Mouton de Gruyter. DOI logoGoogle Scholar
Morton, T. (2020). Cognitive discourse functions: A bridge between content, literacy and language for teaching and assessment in CLIL. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3 (1), 7–17. DOI logoGoogle Scholar
Nikula, T., Dafouz, E., Moore, P., & Smit, U. (Eds.). (2016). Conceptualising integration in CLIL and multilingual education. Multilingual Matters. DOI logoGoogle Scholar
OECD. (2019). PISA 2018 results (Vol. II1). OECD Publishing.Google Scholar
Reilly, T. & Medrano, P. (2009). MEC/British Council Bilingual Project. Twelve years of education and a smooth transition into secondary. In E. Dafouz & M. Guerrini (Eds.), CLIL across educational levels London (pp. 59–70). Richmond.Google Scholar
Smala, S., Paz, J. B., & Lingard, B. (2013). Languages, cultural capital, and school choice: Distinction and second-language immersion programmes. British Journal of Sociology of Education, 34 (3), 373–391. DOI logoGoogle Scholar
Somers, T. (2017). Content and language integrated learning and the inclusion of immigrant minority language students: A research review. International Review of Education, 63 (4), 495–520. DOI logoGoogle Scholar
Tompkins, F. L. (2022). Socioeconomic status, English exposure, and CLIL motivation in high and low exposure CLIL groups. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 5 (1), 41–52. DOI logoGoogle Scholar
Tsuchiya, K., & Pérez Murillo, M. D. (2019). Content and language integrated learning in Spanish and Japanese contexts. Palgrave. DOI logoGoogle Scholar
Watanabe, Y., Ikeda, M., & Izumi, S. (2011). CLIL – New challenges in foreign language education at Sophia University: Volume 1, principles and methodologies. Sophia University Press.Google Scholar
Wilkinson, R. G., & Pickett, K. (2009). The spirit level: Why more equal societies almost always do better. Allen Lane.Google Scholar