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Editorial published In:
(In)equity Issues in CLIL
Edited by Ana Llinares and Russell Cross
[AILA Review 35:2] 2022
► pp. 169–179
Editorial

New challenges for CLIL research

Identifying (in)equity issues

 | Universidad Autónoma de Madrid
 | University of Melbourne
Recent studies on CLIL have revealed contradictory results regarding its role in enhancing equal opportunities and social inclusion. This special issue draws on the theme of the CLIL ReN symposium at AILA 2021, “CLIL Pedagogy and Greater Fairness, Equity, and Inclusion”, and the papers in this volume address both opportunities and challenges of CLIL in contributing to equity and inclusion. The special issue seeks to question, explore, and understand how CLIL might have the potential or not to contribute to greater equity and access to quality educational provision, with attention to not only the learning of languages, but also of content. (In)equity in CLIL will be addressed through conceptual as well as empirical studies which focus on different contexts (Argentina, Australia, Japan, Spain, and The Netherlands) and different educational levels (primary, secondary, pre-vocational studies, and pre-service teacher education).
Article outline
  • Introduction
  • Research insights on CLIL equity issues: Opportunities and words of caution
    • CLIL as window of opportunities for equity in education
    • Words of caution
  • This issue
  • References


This article is available free of charge.

Published online: 30 June 2023
DOI logo
https://doi.org/10.1075/aila.00054.edi
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2024. Content and Language Integrated Learning. In Reference Module in Social Sciences, DOI logo
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