OUTPUT 1
The project will begin by conducting a quantitative and qualitative study into the satisfaction generated by the resources, materials, organization, methodologies, or types of evaluation which are being deployed to cater to diversity within CLIL schemes and the main teacher training needs in this area, and identifying the main weaknesses, strengths, opportunities, and threats of catering to diversity in CLIL, according to the stakeholders involved.
Since no prior investigations have focused on the issue, the innovative nature of this study is its most distinctive feature. It will allow us to provide solid empirical evidence on where we stand in the crucial challenge of catering to diversity in CLIL programs, on which are the main teacher training needs on this front, on which are the core difficulties which need to be addressed and on which are the practices which are working best and thus be incorporated.
OPEN ACCESS SPECIAL ISSUE IN THE INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM (IJBEB):
- Identifying difficulties and best practices in catering to diversity in CLIL: Instrument design and validation.
- Teachers as designers of learning in diverse, bilingual classrooms in England: an ADiBE case study.
- An exploratory study of reported pedagogical practices in Austrian secondary schools.
- Diversity in CLIL as experienced by Finnish CLIL teachers and students: matters of equality and equity.
- Attention to diversity in German CLIL classrooms: multi-perspective research on students’ and teachers’ perceptions.
- Students’ appraisals of their bilingual experience in a monolingual Italian reality: suggestions for improvement.
- Attention to diversity in bilingual education: Student and teacher perspectives in Spain.
- Inclusion and diversity in bilingual education: A European comparative study.