This paper reports on an ongoing PhD dissertation which aims to carry out a mixed methods study into catering for diversity in CLIL programs within monolingual settings.
This paper reports on an ongoing PhD dissertation which aims to carry out a mixed methods study into catering for diversity in CLIL programs within monolingual settings. The study focuses on attention to diversity in CLIL programs from both a quantitative and qualitative perspective and employs several tools and multiple triangulation. From the quantitative standpoint, the study examines how schools in the province of Jaén are dealing with diversity in CLIL programs. From the qualitative perspective, the study will gather information about students', teachers', and parents' outlook on the techniques introduced to cater for diversity in CLIL programs. Questionnaires and interviews will be employed for this purpose. After justifying the niche which this study comes to fill and reporting on its objectives, research design, sample, variables, statistical methodology, and procedure, the paper will report on its chief outcomes. A questionnaire has been administered to 178 teachers from Andalusia to assess if Flipped Classroom characteristics can be considered as suitable measures to cater for diversity in bilingual programs in Andalusia. Finally, the pedagogical implications accruing from the study will be foregrounded, bearing in mind teachers, parents, students, educational authorities, and gatekeepers.
