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Analysis of institutional authors

Tompkins, LeahAuthor

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March 22, 2024
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La educación bilingüe en los medios de comunicación: abordando la controversia en Madrid

Publicated to:Revista de Educacion. (403): 203-230 - 2024-01-01 (403), DOI: 10.4438/1988-592X-RE-2024-403-609

Authors: Hidalgo McCabe, Elisa A; Tompkins, Leah

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Abstract

This article provides an up-to-date account of the evolution of Content and Language Integrated Learning under the so-called Madrid Bilingual Program (MBP), which serves as an illustrative case of the large-scale implementation of this approach in the compulsory school system. Since its initial introduction in 2004, the gradual expansion of this program across the network of public schools in the region has shifted from a predominantly celebratory tone to harsh critique, as portrayed in different media articles. Clickbait headlines have stirred public opinion, portraying a complex educational scenario where views appear to be polarized across different political and educational sectors. This paper addresses the areas of contention in the MBP to date through the selection of 10 media articles that include viewpoints by different organizations, including trade unions, platforms of collective action and stakeholders (local authorities, school administrators, teachers, parents, researchers), which were documented on four levels: (1) linguistic - i.e., the choice of English as a medium of instruction and expectations of language proficiency; (2) social - i.e., equity/inequity issues affecting schools and students; (3) pedagogical - i.e., subject learning and academic performance; and (4) professional - i.e., teacher training and language assistants’ qualifications. This information is then juxtaposed with the investigations in the region which have addressed these same issues. This leads to a discussion of the possibilities and challenges - present and future - faced by this program in the region, as well as the outline of some considerations for the sustainability of CLIL implementation.

Keywords

Administração pública e de empresas, ciências contábeis e turismoAntropologia / arqueologiaCiencias de la educaciónCiencias socialesEducaçãoEducacióEducaciónEducationEducation & educational researchFilosofia/teologia:subcomissão filosofiaInterdisciplinary research in the social sciencesPedagogical & educational researchRevistas de ciencias de la educación

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Revista de Educacion due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, it was in position 193/756, thus managing to position itself as a Q2 (Segundo Cuartil), in the category Education & Educational Research. Notably, the journal is positioned en el Cuartil Q2 para la agencia Scopus (SJR) en la categoría Education.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2025-07-20:

  • Dialnet Métricas: 1

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-07-20:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 5.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 6 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 11.5.
  • The number of mentions on the social network X (formerly Twitter): 3 (Altmetric).
  • The number of mentions in news outlets: 1 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: Last Author (TOMPKINS, FORREST LEAH).