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Impact on the Sustainable Development Goals (SDGs)

Analysis of institutional authors

Llinares AAuthor

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July 17, 2023
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CLIL AND LINGUISTICS

Publicated to:The Routledge Handbook of Content and Language Integrated Learning. 11-27 - 2023-01-01 (), DOI: 10.4324/9781003173151-3

Authors: Llinares A

Affiliations

Universidad Autónoma de Madrid , content and language integrated learning (CLIL) - Author

Abstract

In order for students to succeed in content and language integrated learning (CLIL) classrooms, high general competence in the language of instruction is not enough. Literacy in different subjects and high academic language performance are also required for their academic development and success. Thus, CLIL teachers should be able to identify which language features are relevant for their subjects so they can help students perform well in their disciplines. A linguistic model that provides a framework for the understanding of disciplinary literacies and content and language integration in CLIL classrooms is systemic functional linguistics (SFL). In this chapter, I will argue that SFL is a potent linguistic model for both CLIL research and pedagogy, as it relates language use to its contexts and sees language as a meaning-making system, thus contributing to the understanding of content and language integration. I will showcase different applications of SFL models such as appraisal, transitivity, and speech function analysis for the evaluation of CLIL students’ L2 use for the expression of content in their texts as well as in classroom interaction. I will also advocate for the value of SFL, and related models such as Legitimation Code Theory (LCT), for CLIL pedagogy, providing a conceptual space which can be shared by content and language teachers.

Keywords

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

From a relative perspective, and based on the normalized impact indicator calculated from the Field Citation Ratio (FCR) of the Dimensions source, it yields a value of: 5.53, which 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: 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:

  • Scopus: 2

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 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: 10 (PlumX).
Continuing with the social impact of the work, it is important to emphasize that, due to its content, it can be assigned to the area of interest of ODS 4 - Quality Education, with a probability of 77% according to the mBERT algorithm developed by Aurora University.

Leadership analysis of institutional authors

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