Identifying difficulties and best practices in catering to diversity in CLIL: instrument design and validation

References

• Ainsworth, E., and V. Shepherd. 2017. An Evaluation of English Language Capability. Madrid: British Council.
   Google Scholar
• Barrios Espinosa, E. 2019. “The Effect of Parental Education Level on Perceptions about CLIL: A Study in Andalusia.” International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2019.1646702.
   Google Scholar
• Breidbach, S., and B. Viebrock. 2012. “CLIL in Germany – Results from Recent Research in a Contested Field of Education.” International CLIL Research Journal 1 (4): 5–16.
   Google Scholar
• Brown, J. D. 2001. Using Surveys in Language Programs. Cambridge: Cambridge University Press.
   Google Scholar
• Bruton, A. 2011. “Is CLIL so Beneficial, or Just Selective? Re-evaluating Some of the Research.” System 39: 523–532.
   Web of Science ®Google Scholar
• Bruton, A. 2013. “CLIL: Some of the Reasons Why … and Why Not.” System 41: 587–597.
   Web of Science ®Google Scholar
• Cabezas Cabello, J. M. 2010. “A SWOT Analysis of the Andalusian Plurilingualism Promotion Plan (APPP).” In Proceedings of the 23rd GRETA Convention, edited by M. L. Pérez Cañado, 83–91. Jaén: Joxman.
   Google Scholar
• Dalton-Puffer, C. 2013. “A Construct of Cognitive Discourse Functions for Conceptualising Content-Language Integration in CLIL and Multilingual Education.” European Journal of Applied Linguistics 1 (2): 216–253. doi:10.1515/eujal-2013-0011.
   Google Scholar
• Dearden, J., and E. Macaro. 2016. “Higher Education Teachers’ Attitudes Towards English Medium Instruction: A Three-Country Comparison.” Studies in Second Language Learning and Teaching 6 (3): 455–486.
   Web of Science ®Google Scholar
• Denzin, N. K. 1994. “The Art and Politics of Interpretation.” In Handbook of Qualitative Research, edited by N. K. Denzin and Y. S. Lincoln, 200–515. Thousand Oaks, CA: Sage.
   Google Scholar
• Fernández, R., and A. Halbach. 2011. “Analysing the Situation of Teachers in the Madrid Autonomous Community Bilingual Project.” In Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts, edited by Y. Ruiz de Zarobe, J. M. Sierra, and F. Gallardo del Puerto, 103–127. Frankfurt-am-Main: Peter Lang.
   Google Scholar
• Gortázar, L., and P. A. Taberner. 2020. “La incidencia del programa bilingüe en la segregación escolar por origen socioeconómico en la Comunidad Autónoma de Madrid: Evidencia a partir de PISA.” REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 18 (4): 219–239.
   Google Scholar
• Grieve, A. M., and I. Haining. 2011. “Inclusive Practice? Supporting Isolated Bilingual Learners in a Mainstream School.” International Journal of Inclusive Education 15 (7): 763–774.
   Web of Science ®Google Scholar
• Halbach, A., and J. Iwaniec. 2020. “Responsible, Competent and with a Sense of Belonging: An Explanation for the Purported Levelling Effect of CLIL.” International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2020.1786496.
   Web of Science ®Google Scholar
• Hellekjaer, G. O., and R. Wilkinson. 2001. “Content and Language Integrated Learning (CLIL) in Higher Education: An Issue Raising Workshop.” In Language for Special Purposes: Perspectives for the New Millennium, edited by F. Mayer, 398–420. Tübingen: Gunter Narr Verlag.
   Google Scholar
• Macaro, E. 2019. “English Medium Instruction: Global Views and Countries in Focus.” Language Teaching 52 (2): 231–232.
   Web of Science ®Google Scholar
• Madrid, D., and M. E. Barrios. 2018. “A Comparison of Students’ Educational Achievement Across Programmes and School Types with and without CLIL Provision.” Porta Linguarum 29: 29–50.
   Google Scholar
• Meyer, O., D. Coyle, A. Halbach, K. Schuck, and T. Ting. 2015. “A Pluriliteracies Approach to Content and Language Integrated Learning-Mapping Learner Progressions in Knowledge Construction and Meaning Making.” Language, Culture and Curriculum 28 (1): 41–57.
   Web of Science ®Google Scholar
• Otto, A. 2018. “Assessing Language in CLIL: A Review of the Literature Towards a Functional Model.” Latin American Journal of Content & Language Integrated Learning 11 (2): 308–325.
   Google Scholar
• Paran, A. 2013. “Content and Language Integrated Learning: Panacea or Policy Borrowing Myth?” Applied Linguistics Review 4 (2): 317–342.
   Web of Science ®Google Scholar
• Patton, M. Q. 1987. How to Use Qualitative Methods in Evaluation. Newbury Park, CA: Sage.
   Google Scholar
• Pavón Vázquez, V. 2018. “Learning Outcomes in CLIL Programmes: A Comparison of Results Between Urban and Rural Environments.” Porta Linguarum 29: 9–28.
   Google Scholar
• Pavón Vázquez, V., and M. C. Ramos Ordóñez. 2019. “Describing the Use of the L1 in CLI: An Analysis of L1 Communication Strategies in Classroom Interaction.” International Journal of Bilingual Education and Bilingualism 22 (1): 35–48.
   Web of Science ®Google Scholar
• Pena Díaz, C., and M. D. Porto Requejo. 2008. “Teacher Beliefs in a CLIL Education Project.” Porta Linguarum 10: 151–161.
   Google Scholar
• Pérez Cañado, M. L. 2016a. “Evaluating CLIL Programmes: Instrument Design and Validation.” Pulso. Revista de Educación 39: 79–112.
   Google Scholar
• Pérez Cañado, M. L. 2016b. “Teacher Training Needs for Bilingual Education: In-service Teacher Perceptions.” International Journal of Bilingual Education and Bilingualism 19 (3): 266–295.
   Web of Science ®Google Scholar
• Pérez Cañado, M. L. 2016c. “Are Teachers Ready for CLIL? Evidence from a European Study.” European Journal of Teacher Education 39 (2): 202–221.
   Web of Science ®Google Scholar
• Pérez Cañado, M. L. 2018. “CLIL and Pedagogical Innovation: Fact or Fiction?” International Journal of Applied Linguistics 28: 369–390.
   Web of Science ®Google Scholar
• Pérez Cañado, M. L. 2020a. “CLIL and Elitism: Myth or Reality?” Language Learning Journal 48 (1): 1–14.
   Web of Science ®Google Scholar
• Pérez Cañado, M. L. 2020b. “Common CLIL (Mis) conceptions: Setting the Record Straight.” In The Manifold Nature of Bilingual Education, edited by M. T. Calderón Quindós, N. Barranco Izquierdo, and T. Eisenrich, 1–30. Newcastle upon Tyne: Cambridge Scholars Publishing.
   Google Scholar
• Pérez Cañado, M. L. 2020c. “What’s Hot and What’s Not on the Current CLIL Research Agenda: Weeding Out the Non-issues from the Real Issues. A Response to Bruton (2019).” Applied Linguistics Review. doi:10.1515/applirev-2020-0033.
   Google Scholar
• Rascón Moreno, D., and C. Bretones Callejas. 2018. “Socio-economic Status and Its Impact on Language and Content Attainment in CLIL Contexts.” Porta Linguarum 29: 115–136.
   Google Scholar
• Roiha, A. S. 2014. “Teachers’ Views on Differentiation in Content and Language Integrated Learning (CLIL): Perceptions, Practices and Challenges.” Language and Education 28 (1): 1–18.
   Web of Science ®Google Scholar
• San Isidro, X. 2019. “The Multifaceted Effects of CLIL. A Literature Review.” Nexus 2019 (1): 33–49.
   Google Scholar
• Scanlan, M. 2011. “How School Leaders Can Accent Inclusion for Bilingual Students, Families, and Communities.” Multicultural Education 18 (2): 4–9.
   Google Scholar