(In)equity Issues in CLIL
Special issue of AILA Review 35:2 (2022)
Editors
[AILA Review, 35:2] 2022. vi, 190 pp.
Publishing status: Available
Published online on 30 June 2023
Published online on 30 June 2023
© AILA
Table of Contents
- New challenges for CLIL research: Identifying (in)equity issuesAna Llinares & Russell Cross | pp. 169–179
- Addressing social equity by making explicit the implicit value systems within content and language learning: A pedagogical framework for culture within CLILRussell Cross | pp. 180–202
- A tale of two cities: The ideological debate on equity in bilingual schoolingAdrián Granados & Francisco Lorenzo | pp. 203–226
- (In)equity in CLIL programs? Classroom interaction and the development of higher order thinking skills across bilingual strandsNatalia Evnitskaya & Ana Llinares | pp. 227–249
- Language testing and the role of CLIL exposure in constructing student profiles: Stakeholders’ views on streaming in the transition from primary to secondary educationElisa Hidalgo-McCabe | pp. 250–274
- Ethnic equity, Mapudungun, and CLIL: A case study from southern ArgentinaDarío Luis Banegas | pp. 275–296
- Promoting equitable literacy expectations in CLIL: Empowering student teachers’ attitude shifts through Reading to Learn in service-learningAoife K. Ahern & Katherine S. Smith | pp. 297–320
- Inclusive CLIL: Pre-vocational pupils’ target language oral proficiency, fluency, and Willingness to CommunicateJenny Denman, Erik van Schooten & Rick de Graaff | pp. 321–350
- Afterword: Dedicated to making all learners matterDo Coyle | pp. 351–358
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