Latin American Journal of Content and Language Integrated Learning

Aims & Scope

The Latin American Journal of Content & Language Integrated Learning (LACLIL) is a no-fee, open-access, peer-reviewed journal focused on CLIL (Content and Language Integrated Learning), as well as bilingual/multilingual education, languages for special purposes, and intercultural communicative competences throughout Latin America and around the world aimed at teachers, researchers, and educational administrators who are interested in researching, implementing, or improving language-learning approaches, techniques, materials, and policies. LACLIL welcomes empirical articles, literature reviews, materials reviews, and reflective articles based on classroom experiences with a clear focus on CLIL. Submissions need to fall within these areas: Teacher education and continuing professional development in/for CLIL. CLIL across levels of education and contexts. Content development in CLIL. Cognitive development in CLIL. Language development in CLIL. Pluriliteracies. Translanguaging in CLIL. Teaching and learning resources for CLIL. Bilingual education, ESP, EAP, EMI, and CLIL.

A twelfth criterion — whether APC fees are clearly disclosed — is not scored here; it is left out of the total rather than counted as a failure. Publication charges appear in the metrics card above.

Based on the Think.Check.Submit framework by DOAJ, COPE & OASPA. All data from verified open sources.

Source: OpenAlex · Each year’s green bar = citations earned by that year’s papers, counted to date — so recent years look lower simply because their papers haven’t had time to be cited yet.

Subject Classification