Analytical coding scheme for identifying and analysing academic definitions in CLIL writing

This resource provides a reusable analytical coding scheme for the identification and analysis of academic definitions in students’ written disciplinary texts.

The scheme integrates structural criteria for definitions (Trimble, 1985) with a Systemic Functional Linguistics perspective on identifying clauses and expansion (Halliday & Matthiessen, 2014), and is aligned with the Cognitive Discourse Functions framework (Dalton-Puffer, 2013; 2016), an effective bridge for content and language integration in CLIL research.

The coding framework was originally developed and empirically applied in peer-reviewed research on CLIL students’ historical writing (Nashaat-Sobhy & Llinares, 2023), and is here made explicit and openly available to support transparency, replication, and reuse in studies of disciplinary literacy, CLIL, EMI and ESP contexts.

This resource constitutes a methodological research instrument and does not include empirical data. This work was supported by Ministry of Economy and Competitiveness (MINECO) [grant number FFI2014-55590-R].