Adibe Project | OUTPUTS
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Output 1 – SWOT analysis on catering to diversity in CLIL

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.

Output 2 – Activities and guidelines to cater to diversity in CLIL

The second output of the ADiBE project will be a set of open education resources comprising projects and tasks incorporating ICTs and computer-mediated communication, which will be designed and piloted for different levels of achievers and for a wide range of language and content subjects taught through the FL. A manual with guidelines on how to use and implement the aforementioned resources in the Secondary Education CLIL classroom will also be included as an open education resource.


Thus far, there is a glaring lacuna in the availability of CLIL materials to cater to diversity. Many teachers feel at a loss when faced with mixed ability groups and the lack of adequate resources to face up to this increasingly common challenge in CLIL classrooms. Hence the innovative nature of the second output.  This innovation will also be enhanced by the incorporation of the afore-mentioned technology-enhanced and student-centered methodologies. The materials will also be cutting-edge in incorporating the strategies identified as successful for catering to diversity in the study conducted in the first output. They will thus incorporate the latest research findings and place them at the service of pedagogy, thereby becoming an instance of evidence-based practice.

Output 3 – Teacher Training modules on attention to diversity in CLIL

The third output will be a teacher development module covering theoretical guidelines, tried-and-tested techniques, and practical examples to equip teachers to cater to diversity in CLIL classrooms. It will be based on the findings of the study conducted in the first year (output 1) and the sample activities designed in the second year (output 2), thus once again placing research at the service of pedagogy and using the diverse outputs of the project to build on a enrich one another.


The course will comprise a theoretical backdrop to familiarize teachers with the concept of catering to diversity in CLIL. It will also familiarize potential participants with strategies and techniques that have been found to be successful in attending to diversity across northern, central, and southern Europe in the first phase of the project.

Output 4 – Pedagogical video guides on attention to diversity in CLIL

The fourth and final output will consist in online pedagogical video guides for teacher training and course support. Here, the key figures in CLIL who participate in this project will provide key tips based on the outcomes of this project for teachers, students, teacher trainers, parents, and authorities to contribute to making CLIL accessible to all. These clips will build on the previous three phases of the project and address key questions which have arisen during the development of the project and which coincide with questions, which are recurrent at present within the CLIL debate.


The video guides will contribute to shedding light on the issue of diversity in CLIL and will also contribute to debunking a series of common myths which are currently proliferating around CLIL and which could demotivate participating teachers and misguide the CLIL implementation process. They will therefore contribute to setting the record straight on this issue by offering empirical evidence and tried-and-tested techniques delivered directly by the key figures in the field.