La atención a la diversidad en los programas bilingüesfactores clave de éxito

  1. Marisa Luisa Pérez Cañado 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2024

Título del ejemplar: La educación bilingüe en España : una mirada crítica acerca de las tendencias actuales

Número: 403

Páginas: 113-142

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2024-403-614 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

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 conates school effectiveness research and attention to diversity in CLIL programs for the rst time and reports on a cross-sectional concurrent triangulation 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 ndings. 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 identied as present in CLIL classrooms by both cohorts. And, nally, there are certain recurrent issues which the specialized literature has repeatedly identied as niches to be lled, but which still stand in need of being adequately addressed (e.g. time for coordination within teachers’ ofcial 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.

Referencias bibliográficas

  • Baker, C. (2006). Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matters.
  • Barrios Espinosa, E. (2019). The effect of parental education level on perceptions about CLIL: A study in Andalusia. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2019.1646702.
  • Bauer-Marschallinger, S., Dalton-Puffer, C., Heaney, H., Katzinger, L., & Smit, U. (2023). CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools. International Journal of Bilingual Education and Bilingualism, 26(9), 1050-1065. DOI:10.1080/13670050.2021.1996533
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • British Council (2021). Herramienta de autoevaluación para dirección de centros. Retrieved from https://www.britishcouncil.es/sites/default/les/herramienta_autoevaluacion_direccion_de_centros_-_web_version_nal.pdf.
  • Brown, J. D. (2001). Using surveys in language programs. Cambridge: Cambridge University Press.
  • Bruton, A. (2011). Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore (2010). Applied Linguistics, 2011, 1-7.
  • Buckingham, L. R. (2018). Language assistants’ views on the training provided by bilingual programs in Madrid. Pulso. Revista de Educación, 41, 225-250.
  • Casas Pedrosa, A. V., & Rascón Moreno, D. (2023). Attention to diversity in bilingual education: students and teacher perspectives in Spain. International Journal of Bilingual Education and Bilingualism 26(9), 1111-1128. DOI: 10.1080/13670050.2021.1997902.
  • Creswell, J. W. (2013). Qualitative inquiry & research design. Los Angeles: SAGE Publications.
  • Denzin, N. K. (1970). Sociological methods: A sourcebook. Chicago: Aldine.
  • Fernández, R., & Halbach, A. (2011). Analysing the situation of teachers in the Madrid autonomous community bilingual project. In Y. Ruiz de Zarobe, J. M. Sierra, & F. Gallardo del Puerto (Eds.), Content and foreign language integrated learning: Contributions to multilingualism in European contexts (pp. 241-270). Frankfurt-am-Main: Peter Lang.
  • García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke: Palgrave Macmillan.
  • Howard, E. R., Lindholm-Leary, K. J., Rogers, D., Olague, N., Medina, J., Kennedy, B., Sugarman, J., & Christian, D. (2018). Guiding principles for dual language education (3rd ed.). Washington, DC: Center for Applied Linguistics.
  • Junta de Andalucía. (2017). Plan Estratégico de Desarrollo de las Lenguas en Andalucía. Sevilla: Junta de Andalucía. Retrieved from http://www.juntadeandalucia.es/educacion/webportal/abaco-portlet/content/462f16e3-c047- 479f-a753-1030bf16f822.
  • Kirss, L., Säälik, Ü., Leijen, Ä., & Pedaste, M. (2021). School effectiveness in multilingual education: A review of success factors. Education Science, 11, 1-30.
  • Lasagabaster, D., & Doiz, A. (2017). A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics, 38, 688-712.
  • Madrid, D. & Julius, S. M. (2017). Quality factors in bilingual education at the university level. Porta Linguarum, 28, 49-66.
  • Mearns, T., van Kampen, E., & Admiraal, W. (2023). CLIL in the Netherlands: Three decades of innovation and development. In Banegas. D. & Zappa-Hollman, S. (Eds.), The Routledge Handbook of Content and Language Integrated Learning (pp. 397-413). London: Routledge.
  • Melara Gutiérrez, F. J., & González López, I. (2023). Uncovering teachers’ needs in the quest for quality bilingual education. Journal of Language Teaching and Research, 14(4), 1065-1072.
  • Meyer, O. (2010). Towards quality-CLIL: Successful planning and teaching strategies. Pulso. Revista de Educación, 33, 11-29.
  • Nikula, T., Skinnari, K., & Mård-Miettinen, K. (2023). Diversity in CLIL as experienced by Finnish CLIL teachers and students: Matters of equality and equity. International Journal of Bilingual Education and Bilingualism, 26(9), 1066-1079. DOI: 10.1080/13670050.2022.2028125.
  • Pavón Vázquez, V., & Ramos Ordóñez, M. C. (2019). Describing the use of the L1 in CLIL: An analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism, 22(1), 35-48.
  • Pérez Cañado, M. L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315-341.
  • Pérez Cañado, M. L. (2016). From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy. Bellaterra Journal of Teaching & Learning Language & Literature, 9(1), 9-31.
  • Pérez Cañado, M. L. (2018). CLIL and pedagogical innovation: Fact or ction? International Journal of Applied Linguistics, 28, 369–390.
  • Pérez Cañado, M. L. (2023). Inclusion and diversity in bilingual education: A European comparative study. International Journal of Bilingual Education and Bilingualism, 26(9), 1129-1145. DOI: 10.1080/13670050.2021.2013770.
  • Pérez Cañado, M. L., Rascón Moreno, D., & Cueva López, V. (2023). Identifying difculties and best practices in catering to diversity in CLIL: Instrument design and validation. International Journal of Bilingual Education and Bilingualism, 26(9), 1022-1030. DOI: 10.1080/13670050.2021.1988050.
  • Ramón Ramos, P. (2023). Attention to diversity in bilingual education: Stakeholder perceptions in a bilingual region. Journal of Language Teaching and Research, 14(4), 1094-1107.
  • Ruiz de Zarobe, Y., & Lasagabaster, D. (2010). Introduction. The emergence of CLIL in Spain: An educational challenge. In Lasagabaster, D. & Ruiz de Zarobe, Y. (Eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. ix-xvii). Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Sánchez Torres, J. (2014). Los papeles que desempeñan el “auxiliar de conversación” y el “profesor- coordinador” en centros bilingües español/inglés de Sevilla. Un estudio empírico de casos. Sevilla: Universidad de Sevilla.
  • Siepmann, P., Rumlich, D., Matz, F., & Römhild, R. (2023). Attention to diversity in German CLIL classrooms: Multi-perspective research on students’ and teachers’ perceptions. International Journal of Bilingual Education and Bilingualism, 26(9), 1080-1096. DOI: 10.1080/13670050.2021.1981821.
  • Somers, T. (2017). Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review. International Review of Education, 63, 495- 520.
  • Somers, T. (2018). Multilingualism for Europeans, monolingualism for immigrants? Towards policy-based inclusion of immigrant minor-ity language students in Content and Language Integrated Learning (CLIL). European Journal of Language Policy, 10(2), 203-228.
  • Tabatadze, S. (2015). Factors inuencing the effectiveness of bilingual educational programs: The prospects of pilot programs in Georgia. Sino-US English Teaching, 12(2), 93-109.
  • Tobin, N., &Abelló-Contesse, C. (2013). The use of native assistants as language and cultural resources in andalusia’s bilingual schools. In Abelló-Contesse, C., Chandler, P. M., López- Jiménez, M. D., & Chacón Beltrán, R. (Eds.), Bilingual and Multilingual Education in the 21st Century: Building on Experience (pp. 203-230). Bristol: Multilingual Matters.
Fuente de los datos: Dialnet