Diversity in CLIL as experienced by Finnish CLIL teachers and students: matters of equality and equity

Nikula, Tarja; Skinnari, Kristiina; Mård-Miettinen, Karita

doi:10.1080/13670050.2022.2028125

Cited by 10 publications

(13 citation statements)

References 11 publications

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“…Regarding strategies and practices used by teachers, we found, with greater frequency, the development of practices that allow the sharing of customs, cultures and traditions specific to the students' country or ethnicity, through stories, vocabulary, books, gifts, photographs, games or gastronomic recipes, during lessons or in moments created for this purpose [16,17,41,44,49,52,57,58,65]. At the school level, multicultural breakfasts and celebrations of religious events are promoted.…”

Section: Strategies and Practices Developed By Teachersmentioning

confidence: 95%

“…At the level of teachers' professional development, the challenges are associated with the feeling of an inability to support all students and the negative interference that parents can have in the teaching-learning process [17,[32][33][34][35][36][37][38][39] and in the school culture [40][41][42][43][44][45][46][47][48][49][50]. It is evident that there is a view of diversity as a challenge, and it arises that teachers do not feel prepared to fulfil students' diverse needs, especially those related to linguistic diversity.…”

Section: Teachers' Perspectives On Students' Diversity and Inclusionmentioning

confidence: 99%

“…In certain settings (n = 8), immigrant, Muslim and Roma students are seen as problematic and/or less able when compared to others [17,32,39,[44][45][46][47]64]. Some of these studies share the view of inclusion as compensation for students' difficulties, implying poor student participation, and teachers seem to be unfamiliar with the term "inclusion" [17,40,47,65].…”

Section: Teachers' Perspectives On Students' Diversity and Inclusionmentioning

confidence: 99%

“…The most used strategies are (1) the differentiation practices advocated by teachers, either at the level of changing their teaching methods or concerning differentiating content and/or students' assessment [5,32,36,39,44,65,67]; and (2) the translation of student materials [50,59,[63][64][65].…”

Section: Strategies and Practices Developed By Teachersmentioning

confidence: 99%

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Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Semião,

Mogarro,

Pinto

et al. 2023

Education Sciences

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Cultural diversity in schools takes on various forms, including social class, ethnicity, religion and nationality, among other factors that constitute students’ identity, influencing their learning. Therefore, one of the biggest challenges that educational systems face internationally is the effective inclusion of all children and young people in schools. For this process to be successful, the roles played by teachers are essential. Thus, our main objective with this systematic literature review is to expand knowledge and awareness of cultural diversity issues to promote the inclusion of learners from primary to secondary education in Europe. To achieve this, we will highlight teachers’ perceptions of students’ cultural diversity and identify a range of strategies and practices that can contribute to the development of their professional learning. The search was conducted in two databases, Scopus and the Web of Science, and focused on articles published between 2010 and 2022. Of the 3976 identified articles, 41 were included in this study. The findings suggest that teachers consider diversity to be a challenge despite the existence of a favorable view toward students’ cultural diversity. A set of solutions is given for the development of inclusion processes.

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Section: Strategies and Practices Developed By Teachersmentioning

confidence: 95%

Section: Teachers' Perspectives On Students' Diversity and Inclusionmentioning

confidence: 99%

Section: Teachers' Perspectives On Students' Diversity and Inclusionmentioning

confidence: 99%

Section: Strategies and Practices Developed By Teachersmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Semião,

Mogarro,

Pinto

et al. 2023

Education Sciences

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“…Issues around how equitable CLIL is in relation to bilingual and monolingual education have been raised given initial concerns of entrenched elitism in CLIL implementation. The relationship between CLIL and equity can be grouped around three issues: (1) whether CLIL is suitable for students with learning difficulties (Nikula, 2016), (2) whether CLIL is offered in urban as well as rural areas (Nikula, 2016), and (3) whether CLIL is responsive to individual learner needs and affective factors particularly connected to socioeconomic status (SES) (Bakken & Brevik, 2022;Lorenzo, Granados, & Rico, 2021) and migrant background with the dominant language being the L2 (Nikula, Skinnari, & Mård-Miettinen, 2022).…”

mentioning

confidence: 99%

Ethnic equity, Mapudungun, and CLIL

Banegas

2022

AILA

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Since 2006, the Argentinian system of education has included intercultural bilingual education, a type of education across kindergarten, primary, and secondary education that guarantees the indigenous peoples’ right to receive quality and equitable education which preserves and strengthens their cultural practices, language, cosmovision, and ethnic identity in a multicultural society. In the province of Chubut, southern Argentina, the Ministry of Education launched a professional development program targeted at primary school teachers working in small town and rural areas with students ethnically associated to the Mapuche peoples and their language, Mapudungun. The aim of this paper is to examine how a group of four teachers understood and implemented CLIL in relation to ethnic equity and socially just education in a semi-rural area of Chubut. Framed as a case study, data were collected in 2021 and 2022 through group discussions, journal diaries, and arts-based methods. Data came from four primary school teachers as well as the program facilitator. By means of quality content analysis, the findings show teachers’ understanding of CLIL as an inclusive and equitable approach that can help promote ethnic identity and ethnolinguistic vitality.

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Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors

Durán-Martínez,

González-Ortega,

Martín-Pastor

et al. 2024

System

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Diversity in CLIL as experienced by Finnish CLIL teachers and students: matters of equality and equity

Cited by 10 publications

References 11 publications

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Ethnic equity, Mapudungun, and CLIL

Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors

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