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This research has been funded by the Spanish Ministry of Science and Innovation (TRANS-CLIL project-FFI2014-55590-R; and LongAd-CLIL project-RTI2018-094961-B-I00).

Analysis of institutional authors

Evnitskaya, NataliaCorresponding AuthorLlinares, AnaAuthor

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July 31, 2023
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(In)equity in CLIL programs? Classroom interaction and the development of higher order thinking skills across bilingual strands

Publicated to:AILA Review. 35 (2): 227-249 - 2022-12-31 35(2), DOI: 10.1075/aila.22026.evn

Authors: Evnitskaya, Natalia; Llinares, Ana;

Affiliations

Univ Autonoma Madrid, Madrid, Spain - Author
Univ Int Catalunya, Dept Appl Linguist, Josep Trueta S-N, Barcelona 08195, Sant Cugat Del, Spain - Author

Abstract

This study explores issues of potential ( in)equity in Content and Language Integrated Learning (CLIL) programs in bilingual secondary schools in the Madrid region (Spain). Based on their general L2 proficiency, students in grades 7 to 10 are streamed into either High Exposure ( HE) or Low Exposure ( LE) strands, with different degrees of exposure to CLIL. Although this system ensures that all students in a bilingual secondary school receive CLIL to a certain degree, recent voices have signaled the potential risk of fostering inequality among students by streaming within the program (Fernandez-Aguero & Hidalgo-McCabe, 2020; HidalgoMcCabe, 2020). In this study, we explore classroom interactional practices by one science teacher teaching the same content in both groups ( grade 7 HE and LE strands), and the effect of such interactional practices on enhancing (or not) students' higher order thinking skills and the expression of academic content in the L2 or L1. For the analysis, we developed a multilayered analytical model which incorporates the construct of cognitive discourse functions (CDFs) (Dalton-Puffer, 2013) and the semantic dimension of Legitimation Code Theory (LCT) (Maton, 2013, 2020). We find significant differences across the two groups in the use of CDFs and 'semantic codes' for knowledge construction and meaning making. More specifically, the results show a more frequent use of the CDF evaluate and a higher rate of semantic density (abstractions) in classroom discourse in the HE strand.

Keywords

ClilCognitive discourse functionsEducationEquityHotsIntegrationLotsLots/hotsSemantic codes

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal AILA Review due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2022, it was in position , thus managing to position itself as a Q2 (Segundo Cuartil), in the category Linguistics and Language.

From a relative perspective, and based on the normalized impact indicator calculated from the Field Citation Ratio (FCR) of the Dimensions source, it yields a value of: 1.29, which indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: Dimensions Jul 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-07-18, the following number of citations:

  • Scopus: 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 2025-07-18:

  • 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: 3 (PlumX).

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: First Author (EVNITSKAYA ., NATALIA) and Last Author (LLINARES GARCIA, ANA MARIA).

the author responsible for correspondence tasks has been EVNITSKAYA ., NATALIA.