Attaining inclusion in bilingual programs: Key factors for success
Fecha
2024
Autores
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Editor
Ministerio de Educación y Formación Profesional
Resumen
This article carries out a comparison of frontline stakeholder perspectives in
order to determine the most successful practices to cater to diversity in bilingual
education. It conflates school effectiveness research and attention to diversity in
CLIL programs for the first time and reports on a cross-sectional concurrent trian gulation mixed methods study with 2,093 teachers and students in 36 Primary and
Secondary schools across the whole of Spain. It employs data, methodological,
investigator, and location triangulation in order to determine the potential of CLIL
to provide diversity-sensitive teaching on the main curricular and organizational
levels of bilingual programs. On the basis of this data, it then sets forth an original
framework of key success factors for attention to diversity in CLIL, comprising
22 indicators, grouped into input and success factors, macro-/meso-/micro-levels,
and encompassing seven main fronts which range from policy and ideological
issues to school and teaching practice. Three overarching take-aways ensue from
our findings. First, a conspicuous overall alignment of teacher and student views
can be discerned as regards successful strategies for inclusive CLIL programs,
something which points to the fact that their opinions are a realistic snapshot of
grassroots practice. A second conclusion is that headway is notably being made
in this area, as key factors for success have increasingly been identified as present
in CLIL classrooms by both cohorts. And, finally, there are certain recurrent issues
which the specialized literature has repeatedly identified as niches to be filled, but
which still stand in need of being adequately addressed (e.g. time for coordination within teachers’ official timetables or the preparation of language assistants). The
main pedagogical implications accruing from the data are signposted and future
pathways for progression are mapped out to continue reinforcing a success-prone
implementation of diversity-sensitive teaching in the CLIL classroom.
Descripción
Palabras clave
CLIL, effectiveness, success, diversity, inclusion, differentiation
Citación
Pérez Cañado, M. L. 2024. “Attaining inclusion in bilingual programs: Key factors for success”. Revista de Educación 403:101-140.