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Direct linkMaría Luisa Pérez Cañado – Language and Intercultural Communication, 2024
This article carries out a comparison of frontline stakeholder perspectives in order to determine whether CLIL can accommodate diversity in linguistic and intercultural teaching. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,676 teachers, students, and parents in 36 Primary and Secondary schools across Spain.…
Descriptors: Content and Language Integrated Learning, Student Diversity, Inclusion, Elementary Secondary Education
Download full textHu, Hengzhi – International Society for Technology, Education, and Science, 2021
Educational elitism is an issue to be tackled, the necessity of which has already been widely established but reinforced amid COVID-19 pandemic given that learning has been greatly disrupted; elitism in Content and Language Integrated Learning (CLIL) is a matter of debate, the settling of which still awaits more empirical studies in different…
Descriptors: Content and Language Integrated Learning, English (Second Language), Electronic Learning, COVID-19
Ó Ceallaigh, T. J.; Ní Shéaghdha, Aoife – Educational Management Administration & Leadership, 2023
While research on Irish-medium immersion education (IME) has heralded benefits such as cognitive skills, academic achievement and language and literacy development, many studies have also identified challenges to its successful implementation. Immersion-specific research-validated tools can help school leaders navigate the school self-evaluation…
Descriptors: Irish, Immersion Programs, Educational Quality, Best Practices
