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Analysis of institutional authors

Llinares, AnaAuthor

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December 19, 2022
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CLIL in the 21st Century: Retrospective and prospective challenges and opportunities

Publicated to:Journal of immersion and content-based language education. 10 (2): 182-206 - 2022-11-21 10(2), DOI: 10.1075/jicb.21021.dal

Authors: Dalton-Puffer, Christiane; Hüttner, Julia; Llinares, Ana

Affiliations

Univ Autonoma Madrid, Fac Filosofia & Letras, Dept Filol Inglesa, Madrid, Spain - Author
Univ Vienna, Dept English, Univ Campus 8-3,Spitalgasse 2, A-1090 Vienna, Austria - Author

Abstract

This article traces the historical phases in the conceptualisation of and research on Content-and-language-Integrated Learning in Europe since the 1990s. Following upon early programmatic statements, the first wave of CLIL research concentrated on language learning outcomes. In a second wave, the focus was on descriptions of practice and studies of participant perspectives. More recently, studies have focused on the unique character of CLIL as an educational approach in its own right, not simply as a context of foreign language teaching. The crucial content-language interface is being addressed in research focusing on language and literacy in content curricula and classroom practices. A new CLIL research focus is the development of pedagogical practice through theory-based interventions. In line with the UN sustainable development goal of Quality Education, we identify equity and team work as future challenges and argue that CLIL could be a catalyst for a more collaborative and multidisciplinary approach in education.

Keywords

Bilingual educationClil as approachClil as learning contextClil research fociCognitive discourse functionsCompetencesContent outcomesDesign-based researchEnglishInstructionIntegrationInter-disciplinarityLanguageLanguage outcomesSecondary-educationSocioeconomic-statusStakeholder perspectivesStudentsSubject literacies

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Journal of immersion and content-based language education 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 World Citations provided by WoS (ESI, Clarivate), it yields a value for the citation normalization relative to the expected citation rate of: 5.83. This 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: ESI Nov 14, 2024)

This information is reinforced by other indicators of the same type, which, although dynamic over time and dependent on the set of average global citations at the time of their calculation, consistently position the work at some point among the top 50% most cited in its field:

  • Weighted Average of Normalized Impact by the Scopus agency: 10.71 (source consulted: FECYT Feb 2024)
  • Field Citation Ratio (FCR) from Dimensions: 42.3 (source consulted: Dimensions Aug 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-08-02, the following number of citations:

  • WoS: 7
  • Scopus: 30

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 2025-08-02:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 25.
  • 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: 40 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 2.
  • The number of mentions on the social network X (formerly Twitter): 3 (Altmetric).

Leadership analysis of institutional authors

This work has been carried out with international collaboration, specifically with researchers from: Austria.

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: Last Author (LLINARES GARCIA, ANA MARIA).