Publisher: John Benjamins
http://www.benjamins.com/

Journal Title: AILA Review
Volume Number: 35
Issue Number: 2
Issue Date: 07/13/2023

Subtitle: Special Issue: (In)equity Issues in CLIL

Main Text:

2022. vi, 190 pp.

Table of Contents

Editorial

New challenges for CLIL research: Identifying (in)equity issues
Ana Llinares & Russell Cross
pp. 169–179

Articles

Addressing social equity by making explicit the implicit value systems within content and language learning: A pedagogical framework for culture within CLIL
Russell Cross
pp. 180–202

A tale of two cities: The ideological debate on equity in bilingual schooling
Adrián Granados & Francisco Lorenzo
pp. 203–226

(In)equity in CLIL programs? Classroom interaction and the development of higher order thinking skills across bilingual strands
Natalia 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 education
Elisa Hidalgo-McCabe
pp. 250–274

Ethnic equity, Mapudungun, and CLIL: A case study from southern Argentina
Darío Luis Banegas
pp. 275–296

Promoting equitable literacy expectations in CLIL: Empowering student teachers’ attitude shifts through Reading to Learn in service-learning
Aoife K. Ahern & Katherine S. Smith
pp. 297–320

Inclusive CLIL: Pre-vocational pupils’ target language oral proficiency, fluency, and Willingness to Communicate
Jenny Denman, Erik van Schooten & Rick de Graaff
pp. 321–350

Afterword: Dedicated to making all learners matter
Do Coyle
pp. 351–358

Linguistic Field(s): Applied Linguistics