Attention to Diversity in a Spanish CLIL Classroom: Teachers’ Perceptions

Abstract

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.