ATTENTION TO DIVERSITY IN BILINGUAL EDUCATION: STAKEHOLDER PERCEPTIONS IN A BILINGUAL REGION
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2022-06-02
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Jaén: Universidad de Jaén
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[ES] Este estudio presenta las perspectivas de los principales colectivos educativos sobre la atención a la
diversidad en contextos de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en España, concretamente en la Comunidad Valenciana, como parte del proyecto ADiBE (CLIL for All? Attention to Diversity in Bilingual Education). Esta disertación empieza describiendo los principios de AICLE y su implantación en España y la Comunidad Valenciana, junto con estrategias para atender a la diversidad en estos contextos. Así, tras mostrar los estudios ADiBE, este TFM expone objetivos, método, muestra, variables, instrumentos, procedimiento y metodología estadística del mismo. Finalmente, los resultados son registrados siguiendo un análisis descriptivo, entre cohortes y dentro de ellas en cinco secciones: aspectos lingüísticos, metodología y agrupamientos, materiales y recursos, evaluación y formación del profesorado y coordinación. Por tanto, este estudio perfila una clara imagen de la implantación de AICLE en la Comunidad Valenciana, una región tradicionalmente bilingüe que ha pasado recientemente a ser plurilingüe.
[EN] This study aims at showcasing educational stakeholders’ perspectives on catering for diversity in Content and Language Integrated Learning (CLIL) settings in Spain, specifically in the Valencian Region. This research is part of the ADiBE Project (CLIL for All? Attention to Diversity in Bilingual Education). This dissertation begins by depicting the principles of CLIL and its deployment in Spain and the Valencian Community, along with strategies to cater for diversity in these settings. Then, after framing the different ADiBE studies, the dissertation states the objectives, method, sample, variables, instruments, procedure and statistical methodology of this study. Thereafter, the main results are outlined in three steps: descriptive, within-cohort and across-cohort results in five sections (linguistic aspects, methodology and groupings, materials and resources, evaluation and teacher training and coordination). Consequently, this MA thesis carves out a clear picture of how CLIL is implemented in the Valencian Community, a traditionally bilingual region which has become plurilingual in recent years.
[EN] This study aims at showcasing educational stakeholders’ perspectives on catering for diversity in Content and Language Integrated Learning (CLIL) settings in Spain, specifically in the Valencian Region. This research is part of the ADiBE Project (CLIL for All? Attention to Diversity in Bilingual Education). This dissertation begins by depicting the principles of CLIL and its deployment in Spain and the Valencian Community, along with strategies to cater for diversity in these settings. Then, after framing the different ADiBE studies, the dissertation states the objectives, method, sample, variables, instruments, procedure and statistical methodology of this study. Thereafter, the main results are outlined in three steps: descriptive, within-cohort and across-cohort results in five sections (linguistic aspects, methodology and groupings, materials and resources, evaluation and teacher training and coordination). Consequently, this MA thesis carves out a clear picture of how CLIL is implemented in the Valencian Community, a traditionally bilingual region which has become plurilingual in recent years.