Inclusive Teaching Practices in Primary School Bilingual Programmes: Student Perceptions and Associated Factors
Article Sidebar
Main Article Content
Abstract
The integration of inclusive practices in bilingual programmes encouraging language learning for all students from an early age is an essential 21st-century educational challenge. Hence, an initial step in addressing this issue is to discover what students think about the extent to which teaching practices in the bilingual classroom cater to diversity. This study analyses the frequency with which students perceive the use of inclusive teaching practices in primary bilingual programmes and examines whether these perceptions vary according to student and school characteristics. A total of 2,714 primary school students (years 4, 5, and 6) in Castile and Leon (Spain) completed an anonymous paper-based questionnaire comprising sociodemographic questions and the Student Perception of Inclusion in Bilingual Education (SPI-BE) scale. The latter asked the students to rate the frequency (never, sometimes, always) with which teachers of subjects taught in English used 16 inclusive teaching practices. According to the analyses, students generally considered inclusive practices to be relatively frequent in primary schools. By dimensions, practices related to support and feedback were perceived as significantly more frequent than those related to methodology and resources. Also, perceptions differed according to sociodemographic characteristics. Our findings show that female students, students in lower years, students without Special Educational Needs (SEN), students in semi-private schools, and students in state-run schools with a British Council (BC) programme perceive the use of inclusive practices as being more significantly frequent. The fact that students regard individual support and feedback as being more commonplace than personalised materials and tasks supports our conclusion that more work is needed regarding teacher training in active methodologies and on the design of educational resources that cater to diversity in the bilingual classroom. Likewise, it seems necessary to pay preferential attention to SEN students, students in higher years, and state-run schools without a BC bilingual programme.
Keywords: inclusion, bilingual education, primary school, students, teaching practices
Article Details
References
Azorín, C., & Sandoval, M. (2019). Apoyos para avanzar hacia una educación más inclusiva en los centros escolares: Análisis de guías para la acción. Siglo Cero, 50(3), 7-27. http://doi.org/10.14201/scero2019503727
Barrios, E., & Milla, M. D. (2020). CLIL methodology, materials and resources, and assessment in a monolingual context: An analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48(1), 60–80. https://doi.org/10.1080/09571736.2018.1544269
Bauer-Marschallinger, S., Dalton-Puffer, C., Heaney, H., Katzinger, L., & Smit, U. (2023). CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools. International Journal of Bilingual Education and Bilingualism, 26(9), 1050–1065. https://doi.org/10.1080/13670050.2021.1996533
Bolarín, M. J., Porto, M., & Lova, María. (2019) Implementation of Bilingual Programs in Primary Education: Teaching and Evaluation Strategies. ELIA Estudios de Lingüística Inglesa Aplicada, 1 Monográfico, 207-234. http://dx.doi.org/10.12795/elia.mon.2019.i1.09
Broca, Á. (2016). CLIL and non-CLIL: Differences from the outset. ELT Journal, 70(3), 320–331. https://doi.org/10.1093/elt/ccw011
Casas, A. V., & Rascón, D. (2023). Attention to diversity in bilingual education: Student and teacher perspectives in Spain. International Journal of Bilingual Education and Bilingualism, 26(9), 1111–1128. https://doi.org/10.1080/13670050.2021.1997902
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159. https://doi.org/10.1037/0033-2909.112.1.155
Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies teaching for deeper Learning. Cambridge University Press.
Durán-Martínez, R., & Martín-Pastor, E. (2023). Bilingual education and attention to diversity: Key issues in primary education teacher training in Spain. In J. L. Estrada Chichón & F. Zayas Martínez (Eds.), Handbook of research on training teachers for bilingual education in primary schools (pp. 155–185). IGI Global. https://doi.org/10.4018/978-1-6684-6179-2.ch008
Durán-Martínez, R., Martín-Pastor, E., & Martínez-Abad, F. (2020). ¿Es inclusiva la enseñanza bilingüe? Análisis de la presencia y apoyos en los alumnos con necesidades específicas de apoyo educativo. Bordón. Revista de Pedagogía, 72(2), 65–82. https://doi.org/10.13042/Bordon.2020.71484
Eurydice (2017). Key data on teaching languages at school in Europe: 2017 edition. Publications Office. https://data.europa.eu/doi/10.2797/456818
Gómez-Parra, M. E. (2020). Measuring intercultural learning through CLIL. Journal of New Approaches in Educational Research, 9(1), 43–56. https://doi.org/10.7821/naer.2020.1.457
Jover Olmeda, G., Ponce, D. P., & González García, R. (2024). Antecedentes histórico-políticos del convenio para la implantación del currículo hispano-británico integrado. Revista de Educación, 403, 9–30. https://doi.org/10.4438/1988-592X-RE-2024-403-608
Jiménez-Martínez, Y., & Mateo, J. M. (2011). Implementación de la educación bilingüe en el sistema educativo español: Hacia una educación de calidad europea. Revista de Psicología y Educación, 6, 153-172.
Lasagabaster, D., & Ruiz de Zarobe, Y. (Eds.) (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars Publishing.
Lorenzo, F. Granados, A., & Rico, N. (2021) Equity in bilingual education: Socioeconomic status and content and language integrated learning in monolingual southern Europe. Applied Linguistics, 42(3) 393-413. https://doi.org/10.1093/applin/amaa037
Lova, M., Bolarín, M. J., & Porto, M. (2013). Programas bilingües en Educación Primaria: Valoraciones de docentes. Porta Linguarum, 20, 253-268.
Madrid, D., García-Parra, E., & Ortega-Martín, J. L. (2018). Evaluación de los programas de AICLE en Andalucía. In J. L. Ortega-Martín, S. Hughes, & D. Madrid (Eds.), Influencia de la política educativa en la enseñanza bilingüe (pp. 41–53). Ministerio de Educación, Ciencia y Deporte (MECD).
Martín-Pastor, E., & Durán-Martínez, R. (2019). La inclusión educativa en los programas bilingües de educación primaria: Un análisis documental. Revista Complutense de Educación, 30(2), 589–604. https://doi.org/10.5209/RCED.57871
Ministerio de Educación y Formación Profesional (2022). Estadística de las Enseñanzas no universitarias. Enseñanza de Lenguas Extranjeras. Curso 2020-2021. https://www.educacionyfp.gob.es/dam/jcr:8993b1cd-bc30-4886-861c-b079f6c96750/nota-2020-2021.pdf
Ministerio de Educación y Formación Profesional (2023). Enseñanzas no universitarias. Alumnado con necesidad específica de apoyo educativo. Curso 2021-2022. https://www.educacionyfp.gob.es/servicios-al-ciudadano/estadisticas/no-universitaria/alumnado/apoyo/2021-2022.html
Nikula, T., Skinnari, K., & Mård-Miettinen, K. (2023). Diversity in CLIL as experienced by Finnish CLIL teachers and students: Matters of equality and equity. International Journal of Bilingual Education and Bilingualism, 26(9), 1066–1079. https://doi.org/10.1080/13670050.2022.2028125
Oxbrow, G. (2018). Students’ perspectives on CLIL programme development: A quantitative analysis. Porta Linguaram, 29, 137–158. http://hdl.handle.net/10481/54026
Pavón-Vázquez, V., & Vinuesa Benítez, V. (2024). Entre el igualitarismo y la diversidad en los programas AICLE: ¿Qué piensan los profesores? Revista de Educación, 403, 292–293. https://doi.org/10.4438/1988-592X-RE-2024-403-613
Pérez-Cañado, M. L. (2022). Guest editorial. International Journal of Bilingual Education and Bilingualism, 26(9), 1015-1021. https://doi.org/10.1080/13670050.2021.1940832
Pérez-Cañado, M. L. (2023). Inclusion and diversity in bilingual education: A European comparative study. International Journal of Bilingual Education and Bilingualism, 26(9), 1129–1145. https://doi.org/10.1080/13670050.2021.2013770
Pérez-Cañado, M. L. (2024). La atención a la diversidad en los programas bilingües: Factores clave de éxito. Revista de Educación, 403, 113–141. https://doi.org/10.4438/1988-592X-RE-2024-403-614
Pladevall-Ballester, E. (2015). Exploring primary school CLIL perceptions in Catalonia: Students’, teachers’ and parents’ opinions and expectations. International Journal of Bilingual Education and Bilingualism, 18(1), 45–59. https://doi.org/10.1080/13670050.2013.874972
Ramos, P. R. (2023). Attention to diversity in bilingual education: Stakeholder perceptions in a bilingual region. Journal of Language Teaching and Research, 14(4), 1094–1107. https://doi.org/10.17507/jltr.1404.28
Reindal, S. M. (2016). Discussing inclusive education: An inquiry into different interpretations and a search for ethical aspects of inclusion using the capabilities approach. European Journal of Special Needs Education, 31(1), 1-12. http://doi.org/10.1080/08856257.2015.1087123
Romo, B. (2016). Secciones bilingües y organización escolar: Impacto de los programas bilingües en la gestión de los centros de educación primaria de Castilla y León. Ediciones Universidad de Salamanca.
Ruiz, M. B. (2021). Nivel de satisfacción del alumnado sobre los programas de enseñanza bilingüe en Castilla-La Mancha. TEJUELO. Didáctica de La Lengua y La Literatura. Educación, 33, 129–160. https://doi.org/10.17398/1988-8430.33.129
Schwab, S., Sharma, U., & Loreman, T. (2018). Are we included? Secondary students’ perception of inclusion climate in their schools. Teaching and Teacher Education, 75, 31-39. https://doi.org/10.1016/j.tate.2018.05.016
Siepmann, P., Rumlich, D., Matz, F., & Römhild, R. (2023). Attention to diversity in German CLIL classrooms: Multi-perspective research on students’ and teachers’ perceptions. International Journal of Bilingual Education and Bilingualism, 26(9), 1080–1096. https://doi.org/10.1080/13670050.2021.1981821
Smith, B. E., Amgott, N., & Malova, I. (2022). “It made me think in a different way”: Bilingual students’ perspectives on multimodal composing in the English language arts classroom. TESOL Quarterly, 56(2), 525–551. https://doi.org/10.1002/tesq.3064
Subban, P., Woodcock, S., Sharma, U., & May, F. (2022). Students’ experiences of inclusive education in secondary schools: A systematic review of the literature. Teaching and Teacher Education, 119, 103853. http://doi.org/10.1016/j.tate.2022.103853
UNESCO. (2017). Education transforms lives. United Nations Education, Scientific, and Cultural Center. https://unesdoc.unesco.org/ark:/48223/pf0000247234_spa
Venetz, M., Zurbriggen, C. L. A., Eckhart, M., Schwab, S., & Hessels, M. G. P. (2015). The Perceptions of Inclusion Questionnaire (PIQ). English version. https://piqinfo.ch/wp-content/uploads/2021/01/PIQ-English_2021.pdf