The proposal focuses on attention to diversity in CLIL, using information gathered from a study in Andalusia (Spain), centered around the effects and progress of CLIL across different levels of attainment in students from 4th of compulsory secondary education. Primarily, the focus is on effective teaching practices in CLIL as a way to cater to diverse students in the classroom and bridge the gap that exists between the under- normal-, and over-achievers. Ultimately, the success of CLIL depends on the correct implementation and functioning of the class with all students. Hence, the dire need for more research on quality teaching practices and teacher training schemes within CLIL programs. Effective teaching practices are critical across all curriculums and with all grades, especially when it comes to CLIL classrooms. Instructors must bring life to the classroom and exude traits that students are drawn to, such as optimism, positive energy, tolerance, flexibility, friendliness and attentiveness, high energy and respectfulness (Madrid, 2004; Madrid & Pérez Cañado, 2018). Important areas of focus for this presentation include:
- Scaffolding
- Rich, understandable input
- Diverse grouping
- Peer learning Tasks
- Tiered activities
- flexible grouping
- differentiation instruction
The proposal looks to shed light on what kinds of measures are being set in place to cater to diversity and, most importantly, which measures work the best. What teaching practices should we avoid? This reflection will attempt to show how we can learn from the best practices of others in order to improve CLIL classes and bilingual education.
References:
Fields, D. 2017. 101 Scaffolding techniques for language teaching and learning. Barcelona: Ediciones Octaedro, S. L.
Madrid, D. 2004. Importancia de las características individuales del profesorado en los procesos de enseñanza y aprendizaje de las lenguas extranjeras. Granada, ES: Editorial Universidad de Granada. Madrid, D. & Pérez Cañado, M. L. 2018. Innovations and challenges in attending to diversity through CLIL. Theory Into Practice 57(3): 241-249.
Perez Canado, M. L. 2018. CLIL and pedagogical innovation: Fact or fiction? Innovation in language learning and teaching. International Journal of Applied Linguistics.
Tomlinson, C. A. 2017. How to differentiate instruction in academically diverse classrooms. Third edition. Alexandria, VA: ASCD.
