Stakeholder Perspectives on catering to diversity in Content and Language Integrated Programs in a Moroccan context

This multimodal presentation will document the findings of a study concerning the perspectives on catering to diversity in Content and Language Integrated Learning (CLIL) programs in the context of Morocco encased within a larger-scale European project. The research involves the design, validation and administration of three sets of questionnaires to informants (students, teachers and parents) within a Spanish Embassy school in the city of Larache, Morocco with a view to identifying student, teacher and parent attitudes towards attention to diversity in CLIL programs in Morocco. Perceptions are outlined in terms of linguistic aspects; methodology and types of groupings; materials and resources; evaluation and assessment and teacher collaboration and development. The use of interviews and observation complement and complete the data with a parallel structure. The questions comprised in the interviews correspond to the main strengths, weaknesses, opportunities and threats presented, according to the interviewees, by the curricular and organizational aspects of catering to diversity in CLIL programs, as included in the questionnaires. The main aspects on which the observation protocols focus involve the more objective items included in the questionnaires and interviews pertaining to attention to diversity in CLIL programs across all curricular and organizational levels. The presentation begins with an overview of prior research, subsequently reports on the research design of the study and concludes with the presentation of the main findings of the investigation. An extensive evaluation of stakeholder perspectives on Content and Language Integrated Programs in a Moroccan context reveals respondents' thoughts, reactions, attitudes, and outlook on behalf of the student, teacher and parent cohorts with specific regard to attention to diversity.