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Article published In: (In)equity Issues in CLIL
Edited by Ana Llinares and Russell Cross
[AILA Review 35:2] 2022
► pp. 227–249

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(In)equity in CLIL programs?

Classroom interaction and the development of higher order thinking skills across bilingual strands

ORCiD logo with link | Universitat Internacional de Catalunya
 | Universidad Autónoma de Madrid
Published online: 30 June 2023
DOI logo with link
https://doi.org/10.1075/aila.22026.evn
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 (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. Google Scholar logo with link to Google Scholar; Hidalgo-McCabe, E. (2020). Streaming in CLIL and its effects on students’ socialization in school (Unpublished doctoral dissertation). Universidad Autónoma de Madrid. UAM Repository. [URL]). 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 multi-layered analytical model which incorporates the construct of cognitive discourse functions (CDFs) (Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.Google Scholar logo with link to Google Scholar) and the semantic dimension of Legitimation Code Theory (LCT) (Maton, K. (2013). Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 241, 8–22. Google Scholar logo with link to Google Scholar, (2020). Semantic waves: Context, complexity and academic discourse. In J. R. Martin, K. Maton, & Doran, Y. J. (Eds.), Accessing academic discourse: Systemic functional linguistics and Legitimation Code Theory (pp. 59–85). Routledge.Google Scholar logo with link to Google Scholar). 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.
Article outline
  • Introduction
  • Theoretical framework
    • Cognitive discourse functions
    • The semantic dimension in Legitimation Code Theory
  • The context of the study: The Comunidad de Madrid bilingual program
  • Objectives and research questions
  • Data and method
  • Results
  • Discussion and conclusion
  • Notes
  • References
References (33)
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