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

Aldizkaria:
Revista de educación

ISSN: 0034-8082

Argitalpen urtea: 2024

Zenbakien izenburua: La educación bilingüe en España : una mirada crítica acerca de las tendencias actuales

Zenbakia: 403

Orrialdeak: 113-142

Mota: Artikulua

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

Beste argitalpen batzuk: Revista de educación

Laburpena

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.

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