Attention to Diversity in a Spanish CLIL Classroom
Teachers’ Perceptions
Bibliographic Data
| ID | 21805929 |
|---|---|
| Authors | Grace H McClintic (Universidad de Jaén, corresponding author) |
| Year | 2022 |
| Volume | 13 |
| Issue | 5 |
| Pages | 897-907 |
| Publication date | 2022-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Language Teaching and Research (JOURNAL) |
| Journal identifiers | ISSN: 1798-4769 • E-ISSN: 2053-0684 |
| Publisher | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/jltr.1305.01 |
| OpenAlex | W4294292528 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
Content and Language Integrated Learning (CLIL) is taking on bilingual education in the 21st century. In this particular context, Spain, this approach has firmly taken hold. Due to mainstreaming, or the move to entirely bilingual schools, diversity has been put at the forefront of research. Charged with bolstering language learning competences in Spain, a country with notoriously poor foreign language competence and an unbalanced tradition with bilingual education, CLIL has now risen to meet the challenge to cater to the wide spectrum of students and foment access to high quality, functional language education. Thus, analyzing the perceptions of those implementing these classes, the teachers, is critical to gauge how the CLIL methodology is working with all types of students. Through the use of ADiBE protocol and instruments, this study explores six teachers’ perceptions at the secondary education level in Andalusia through the use of questionnaires, one-on-one interviews, and classroom observations. The results show how diversity is being attended to by teachers in this particular context, while simultaneously casting light on the obstacles and limitations that are still in need of addressing
Bilingual education · Content and language integrated learning · Foreign language · Geography · Mainstreaming · Mathematics education · Pedagogy · Perception · Sociology · Special education · Psychology · Second Language Learning and Teaching
Studies in bilingual education
CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools
Identifying difficulties and best practices in catering to diversity in CLIL
Attention to diversity in German CLIL classrooms
Attention to diversity in bilingual education
Inclusion and diversity in bilingual education
Stakeholder Perspectives
Content and Language Integrated Learning and the inclusion of immigrant minority language students
Inclusive practice? Supporting isolated bilingual learners in a mainstream school
The intersectional gap
Content-based instruction and content and language integrated learning
Is CLIL so beneficial, or just selective? Re-evaluating some of the research
Communicative Tasks and the Language Curriculum
Using thematic analysis in psychology
Innovations and Challenges in Attending to Diversity through CLIL
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |