Innovations and Challenges in Attending to Diversity through CLIL

Daniel Madrid · Marı́a Luisa Pérez Cañado

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Second Language Learning and Teaching Multilingual Education and Policy Collaborative Teaching and Inclusion

Abstract

With content and language integrated learning (CLIL)1 programs being increasingly introduced in mainstream education, the onus is now on catering to diversity2 and on ensuring CLIL enhances content and language learning in over- and underachievers alike. This is no mean feat, particularly considering that strong claims have been made for the lack of egalitarianism that certain authors consider inherent in CLIL. This article explores this issue closely, providing an overview of what research has revealed vis-à-vis the effects of CLIL on the achievement of diverse types of students. It then classifies the different special needs that should be accounted for in the CLIL classroom and offers practical specifications to respond to them to ensure that CLIL education is truly inclusive and can be applied across the board.

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References

1993Multiple intelligences: the theory in practice 2010CLIL 2010CLIL: Content and Language Integrated Learning 2002CLIL/EMILE - the European dimension : actions, trends and foresight potential 2001Desarrollo de escuelas inclusivas: ideas, propuestas y experiencias para mejorar las instituciones escolares 2015EVALUATING A BILINGUAL EDUCATION PROGRAM IN SPAIN: THE IMPACT BEYOND FOREIGN LANGUAGE LEARNING 2013CLIL: Some of the reasons why … and why not 2014Teacher training needs for bilingual education: in-service teacher perceptions

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2021CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools 2022When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics 2021Attention to diversity in bilingual education: student and teacher perspectives in Spain 2025Inclusion in culturally and linguistically diverse bilingual schools in the Netherlands: promising beginnings, ongoing challenges 2024Spontaneous teacher collaboration in early primary CLIL classrooms with pupils of special educational needs (SEN): a dynamic translanguaging and trans-semiotizing perspective

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