1887
  1. Home
  2. e-Journals
  3. Journal of Immersion and Content-Based Language Education
  4. Online First Articles
  5. Online First Article
image of Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs
EPUB
PDF

Abstract

Abstract

This study investigates teachers’ and students’ perceptions on diversity-sensitive assessment practices in Spanish primary education bilingual programs. A survey was conducted among teachers ( = 297) and students ( = 2,626) to gather data related to teachers’ use of feedback, differentiated assessment tools, and the provision of extra time during exams to respond to students’ needs. The findings suggest that teachers have a more positive perception of their ability to address heterogeneity in assessment than students, who emphasize the need for enhanced diversity measures. The impact of variables, such as type of teacher, school or bilingual program, on teachers’ attention to diversity in assessment is also analysed.

© John Benjamins Publishing Company
Available under the CC BY-NC 4.0 license.
Loading

Article metrics loading...

/content/journals/10.1075/jicb.23032.alv
2025-04-18
2025-12-17

  • From This Site

    /content/journals/10.1075/jicb.23032.alv
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

/deliver/fulltext/10.1075/jicb.23032.alv/jicb.23032.alv.html?itemId=/content/journals/10.1075/jicb.23032.alv&mimeType=html&fmt=ahah

References

  1. ADiBE Project
    ADiBE Project (2019) CLIL for All: Attention to Diversity in Bilingual Education. https://adibeproject.com/
     [Google Scholar]
  2. Arnal Agustín, J., Rincón del, D. & Antonio, A.
    (1992) Investigación educativa: fundamentos y metodologías [Educational research: fundamentals and methodologies]. Labor Editores
     [Google Scholar]
  3. Arnaiz, P.
    (2003) Educación inclusiva: una escuela para todos [Inclusive education: a school for everyone]. Aljibe.
     [Google Scholar]
  4. Arnaiz, P., Martínez, R., de Haro, R., & Escarbajal, A.
    (2013) Analysis of measures for attention to diversity in compulsory secondary education: the case of the región of Murcia, Spain. Journal of Research in Special Educational Needs, (), –. 10.1111/j.1471‑3802.2012.01253.x
     https://doi.org/10.1111/j.1471-3802.2012.01253.x [Google Scholar]
  5. Ball, P., Kelly, K., & Clegg, J.
    (2016) Putting CLIL into practice: Oxford handbooks for language teachers. Oxford University Press.
     [Google Scholar]
  6. Barbero, T.
    (2012) Assessment tools and practices in CLIL. InF. Quartapelle (Ed.), Assessment and Evaluation in CLIL (pp.–). Ibis.
     [Google Scholar]
  7. Barrios, E.
    (2019) The effect of parental education level on perceptions about CLIL: A study in Andalusia. International Journal of Bilingual Education and Bilingualism, (), –. 10.1080/13670050.2019.1646702
     https://doi.org/10.1080/13670050.2019.1646702 [Google Scholar]
  8. Barrios, E., & Milla Lara, M. D.
    (2018) CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalucia. The Language Learning Journal, (), –. 10.1080/09571736.2018.1544269
     https://doi.org/10.1080/09571736.2018.1544269 [Google Scholar]
  9. Bauer-Marschallinger, S., Dalton-Puffer, C., Heaney, H., Katzinger, L., & Smit, U.
    (2021) CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools. International Journal of Bilingual Education and Bilingualism, (), –. 10.1080/13670050.2021.1996533
     https://doi.org/10.1080/13670050.2021.1996533 [Google Scholar]
  10. Bolarín, M. J., Porto, M., & Lova, M.
    (2019) Implementation of bilingual programs in primary education: Teaching and evaluation strategies. ELIA Estudios de Lingüística Inglesa Aplicada, , –. 10.12795/elia.mon.2019.i1.09
     https://doi.org/10.12795/elia.mon.2019.i1.09 [Google Scholar]
  11. Booth, T. & Ainscow, M.
    (2011) Index for inclusion. Developing learning and participation in schools (3rd ed.). CSIE.
     [Google Scholar]
  12. British Council
    British Council (2023, July7). British Council School. https://www.britishcouncilschool.es/
     [Google Scholar]
  13. Bustos, A. J., Pélaez, C., & Montero, I.
    (2023) Bilingüismo y segregación del alumnado con necesidades de apoyo educativo: Un estudio de caso en la Comunidad de Madrid. Revista de Investigación en Educación, (), –. 10.35869/reined.v21i3.4978
     https://doi.org/10.35869/reined.v21i3.4978 [Google Scholar]
  14. Cronbach, L. J.
    (1951) Coefficient alpha and the internal structure of test. Psychometrika, , –. 10.1007/BF02310555
     https://doi.org/10.1007/BF02310555 [Google Scholar]
  15. Coyle, D., Hood, P., & Marsh, D.
    (2010) CLIL. Content and Language Integrated Learning. Cambridge University Press. 10.1017/9781009024549
     https://doi.org/10.1017/9781009024549 [Google Scholar]
  16. Dale, L., & Tanner, R.
    (2012) CLIL Activities. A resource for subject and language teachers. Cambridge University Press.
     [Google Scholar]
  17. deBoer, M. & Leontjev, D.
    (Eds.) (2020) Assessment and Leaning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations. Springer. 10.1007/978‑3‑030‑54128‑6
     https://doi.org/10.1007/978-3-030-54128-6 [Google Scholar]
  18. Dobson, A., Pérez Murillo, Mª. D., Johnstone, R.
    (2010) Programa de educación bilingüe en España. Informe de la evaluación. Resultados de la investigación independiente sobre el Programa de Educación Bilingüe del Ministerio de Educación y el British Council en España [Bilingual education program in Spain. Evaluation report. Results of the independent research on the Bilingual Education Program of the Ministry of Education and the British Council in Spain.]. MEC-British Council.
     [Google Scholar]
  19. Durán Martínez, R., Beltrán Llavador, F., & Martínez Abad, F.
    (2016) Un análisis comparativo entre las percepciones del profesorado novel y experto sobre los programas escolares bilingües. Culture and Education, Cultura y Educación, (), –. 10.1080/11356405.2016.1237339
     https://doi.org/10.1080/11356405.2016.1237339 [Google Scholar]
  20. Durán-Martínez, R., & Martín-Pastor, E.
    (2023) Bilingual education and attention to diversity: Key issues in primary education teacher training in Spain. EnHandbook of Research on Training Teachers for Bilingual Education in Primary Schools (pp.–). IGI Global. 10.4018/978‑1‑6684‑6179‑2.ch008
     https://doi.org/10.4018/978-1-6684-6179-2.ch008 [Google Scholar]
  21. Durán Martínez, R., Martín Pastor, M. 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, (), –. 10.13042/Bordon.2020.71484
     https://doi.org/10.13042/Bordon.2020.71484 [Google Scholar]
  22. Eurydice
    Eurydice (2017) Key data on teaching languages at school in Europe. Publications Office. https://data.europa.eu/doi/10.2797/456818
     [Google Scholar]
  23. Fernández Sanjurjo, J. & Arias Blanco, J. M.
    (2015) Impacto y consecuencias de la implementación de programas bilingües en la educación primaria en Asturias. InAIDIPE (Ed.), Investigar con y para la sociedad (Vol., pp.–). Bubok Publishsing.
     [Google Scholar]
  24. Ferreiro Seoane, F. J.
    (2017) Análisis comparativo de los centros públicos y privados medido a través del premio extraordinario de la ESO en Galicia [Comparative analysis of public and private schools as measured by the extraordinary award of ESO in Galicia]. Contextos Educativos. Revista de Educación, –. 10.18172/con.3025
     https://doi.org/10.18172/con.3025 [Google Scholar]
  25. Fortune, T. W.
    (2011) Struggling learners and the language immersion classroom. InD. J. Tedick, D. Christian, & T. W. Fortune (Eds.), Immersion education: Practices, polices, possibilities (pp.–). Multilingual Matters. 10.21832/9781847694041‑016
     https://doi.org/10.21832/9781847694041-016 [Google Scholar]
  26. García Abellán, A. I.
    (2022) Teachers’ perceptions about the implementation of CLIL within the region of Murcia. Porta Linguarum, , –. 10.30827/portalin.vi38.23771
     https://doi.org/10.30827/portalin.vi38.23771 [Google Scholar]
  27. Gibbons, P.
    (2015) Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Heinemann.
     [Google Scholar]
  28. González Rodríguez, L. M., & Álvarez Mosquera, P.
    (2020) The impact of feedback and explicit rhetorical instruction on EFL students’ writing proficiency in Higher Education. Atlantis(), –. 10.28914/Atlantis‑2020‑42.1.07
     https://doi.org/10.28914/Atlantis-2020-42.1.07 [Google Scholar]
  29. Gortazar, L., & Taberner, P. A.
    (2020) La incidencia del programa bilingüe en la segregación escolar por origen socioeconómico en la Comunidad Autónoma de Madrid: Evidencia a partir de PISA [The impact of the bilingual program on school segregation by socioeconomic origin in the Autonomous Community of Madrid: Evidence from PISA.]. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación(), –. 10.15366/reice2020.18.4.009
     https://doi.org/10.15366/reice2020.18.4.009 [Google Scholar]
  30. Grier-Reed, T., & Williams-Wengerd, A.
    (2018) Integrating universal design, culturally sustaining practices, and constructivism to advance inclusive pedagogy in the undergraduate classroom. Education Sciences, (), . 10.3390/educsci8040167
     https://doi.org/10.3390/educsci8040167 [Google Scholar]
  31. Guiral, C., & Murillo, F. J.
    (2024) Comprendiendo la segregación escolar del alumnado económicamente desfavorecido y del alumnado con necesidades educativas especiales en el contexto local. Revista Complutense de Educación, (), –. 10.5209/rced.85680
     https://doi.org/10.5209/rced.85680 [Google Scholar]
  32. Ioannou-Georgiou, S. & Pavlou, P.
    (2003) Assessing young learners. Oxford University Press.
     [Google Scholar]
  33. Janisch, C., Liu, X., & Akrofi, A.
    (2007) Implementing alternative assessment: opportunities and obstacles. The Educational Forum, (), –. 10.1080/00131720709335007
     https://doi.org/10.1080/00131720709335007 [Google Scholar]
  34. Järvinen, H. M.
    (Ed.) (2009) Handbook: Language in content instruction. University of Turku.
     [Google Scholar]
  35. Kereković, S.
    (2021) Formative assessment and motivation in ESP: A case study. Language Teaching Research Quarterly, , –. 10.32038/ltrq.2021.23.06
     https://doi.org/10.32038/ltrq.2021.23.06 [Google Scholar]
  36. Llinares, A., Morton, T., & Whittaker, R.
    (2012) The roles of language in CLIL. Cambridge University Press.
     [Google Scholar]
  37. 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, (), –. 10.1093/applin/amaa037
     https://doi.org/10.1093/applin/amaa037 [Google Scholar]
  38. Madrid, D., & Pérez Cañado, M. L.
    (2018) Innovations and challenges in attending to diversity through CLIL. Theory into Practice, (), –. 10.1080/00405841.2018.1492237
     https://doi.org/10.1080/00405841.2018.1492237 [Google Scholar]
  39. Mahan, K. R.
    (2022) The comprehending teacher: Scaffolding in content and language integrated learning (CLIL), The Language Learning Journal, (), –, 10.1080/09571736.2019.1705879
     https://doi.org/10.1080/09571736.2019.1705879 [Google Scholar]
  40. Massler, U.
    (2011) Assessment in CLIL learning. InS. Ioannou-Georgiou & P. Pavlou (Eds.), Guidelines for CLIL implementation in primary and pre-primary education (pp.–). ProCLIL.
     [Google Scholar]
  41. Massler, U., Stotz, D., & Queisse, C.
    (2014) Assessment instruments for primary CLIL: The conceptualisation and evaluation of test tasks. The Language Learning Journal(), –. 10.1080/09571736.2014.891371
     https://doi.org/10.1080/09571736.2014.891371 [Google Scholar]
  42. Milla Lara, M., & Casas Pedrosa, A.
    (2018) Teacher perspectives on CLIL implementation: a within-group comparison of key variables. Porta Linguarum, , –. 10.30827/Digibug.54032
     https://doi.org/10.30827/Digibug.54032 [Google Scholar]
  43. Ministerio de Educación y Formación Profesional
    Ministerio de Educación y Formación Profesional (2023a) British Council. El programa. https://www.educacionyfp.gob.es/mc/british-council/programa.html
     [Google Scholar]
  44. Ministerio de Educación y Formación Profesional
    Ministerio de Educación y Formación Profesional (2023b) 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
     [Google Scholar]
  45. Morton, T.
    (2019) Assessment in CLIL: Challenges and opportunities. Padres y maestros, , –. 10.14422/pym.i378.y2019.002
     https://doi.org/10.14422/pym.i378.y2019.002 [Google Scholar]
  46. Nikula, T., Skinnari, K., & Mård-Miettinen, K.
    (2022) Diversity in CLIL as experienced by Finnish CLIL teachers and students: matters of equality and equity, International Journal of Bilingual Education and Bilingualism, (), –. 10.1080/13670050.2022.2028125
     https://doi.org/10.1080/13670050.2022.2028125 [Google Scholar]
  47. Olmedo Reinoso, A. & Santa Cruz, E.
    (2008) Las familias de clase media y elección de centro: el orden instrumental como condición necesaria pero no suficiente [Middle-class families and school choice: the instrumental order as a necessary but not sufficient condition]. Profesorado, (), –. www.ugr.es/~recfpro/rev122ART7.pdf
     [Google Scholar]
  48. Otto, A.
    (2017) Assessment issues in CLIL: What you’ve been wondereing but were afraid to ask. Revista de Investigación Magister, , –. https://app.rdim.es/archivos/publicacion/e8a4d38d3b45a4831eebde1c2dcbe47e.pdf
     [Google Scholar]
  49. Otto, A., & Estrada, J. L.
    (2019) Towards an understanding of CLIL assessment practices in a European context: Main assessment tools and the role of language in content subjects. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, (), –. 10.5565/rev/clil.11
     https://doi.org/10.5565/rev/clil.11 [Google Scholar]
  50. Pérez-Cañado, M. L.
    (2012) CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, (), –. 10.1080/13670050.2011.630064
     https://doi.org/10.1080/13670050.2011.630064 [Google Scholar]
  51. (2017) Stopping the “pendulum effect” in CLIL research: Finding the balance between Pollyannna and Scrooge. Applied Linguistics Review, (), –. 10.1515/applirev‑2016‑2001
     https://doi.org/10.1515/applirev-2016-2001 [Google Scholar]
  52. (2018) The evolution of bilingual education in monolingual contexts: An Andalusian case study. InP. Romanowski & M. Jedynak (Eds.), Current Research in Bilingualism and Bilingual Education (pp.–). Springer. 10.1007/978‑3‑319‑92396‑3_12
     https://doi.org/10.1007/978-3-319-92396-3_12 [Google Scholar]
  53. (2020) CLIL and elitism: Myth or reality?Language Learning Journal, (), –. 10.1080/09571736.2019.1645872
     https://doi.org/10.1080/09571736.2019.1645872 [Google Scholar]
  54. (2021) Inclusion and diversity in bilingual education: A European comparative study. International Journal of Bilingual Education and Bilingualism, (), –. 10.1080/13670050.2021.2013770
     https://doi.org/10.1080/13670050.2021.2013770 [Google Scholar]
  55. Pérez-Cañado, M. L., Rascón Moreno, D., & Cueva López, V.
    (2021) Identifying difficulties and best practices in catering to diversity in CLIL: Instrument design and validation. International Journal of Bilingual Education and Bilingualism, (), –. 10.1080/13670050.2021.1988050
     https://doi.org/10.1080/13670050.2021.1988050 [Google Scholar]
  56. Pérez-Cañado, M. L.
    (2023) Inclusion and diversity in bilingual education: A European comparative study. International Journal of Bilingual Education and Bilingualism, (), –. 10.1080/13670050.2021.2013770
     https://doi.org/10.1080/13670050.2021.2013770 [Google Scholar]
  57. Porto, M., Bolarín, M. J., & Lova, M.
    (2020) Programas bilingües en centros de Educación Primaria, ¿qué dicen los docentes implicados en su desarrollo?Educatio Siglo XXI, (), –. 10.6018/educatio.452951
     https://doi.org/10.6018/educatio.452951 [Google Scholar]
  58. Ramón Ramos, P.
    (2023) Attention to diversity in bilingual education: Stakeholder Perceptions in a bilingual region. Journal of Language Teaching and Research, (), –. 10.17507/jltr.1404.28
     https://doi.org/10.17507/jltr.1404.28 [Google Scholar]
  59. Robledo Carranza, T. & González Rodríguez, L. M.
    2017 Teaching English to students with special needs: A case study in a high school of Avila (Spain). Verbeia, –. 10.57087/Verbeia.2017.4214
     https://doi.org/10.57087/Verbeia.2017.4214 [Google Scholar]
  60. Roiha, A.
    (2014) Teachers’ views on differentiation in content and language integrated learning (CLIL): Perceptions, practices and challenges. Language and education2, (), –. 10.1080/09500782.2012.748061
     https://doi.org/10.1080/09500782.2012.748061 [Google Scholar]
  61. Rumlich, D.
    (2020) Bilingual education in monolingual contexts: a comparative perspective. The Language Learning Journal, (), –. 10.1080/09571736.2019.1696879
     https://doi.org/10.1080/09571736.2019.1696879 [Google Scholar]
  62. Sanahuja, A., Moliner García, M., & Moliner Miravet, O.
    (2020) Organización del aula inclusiva: ¿Cómo diferenciar las estructuras para lograr prácticas educativas más efectivas? [Organization of the inclusive classroom: How to differentiate the structures to achieve more effective educational practices?]. Revista Complutense de Educación, (), –. 10.5209/rced.65774
     https://doi.org/10.5209/rced.65774 [Google Scholar]
  63. Sánchez-Barbero, B., Martín-Pastor, E., Durán-Martínez, R., & Torrecilla Sánchez, E. M.
    (2025) Inclusive teaching practices in bilingual education (IT-BE) in Spanish monolingual regions: design and validation of an assessment tool. International Journal of Bilingual Education and Bilingualism, –. 10.1080/13670050.2024.2446986
     https://doi.org/10.1080/13670050.2024.2446986 [Google Scholar]
  64. Schwab, S., Sharma, U., & Loreman, T.
    (2018) Are we included? Secondary students’ perception of inclusion climate in their schools. Teaching and Teacher Education, , –. 10.1016/j.tate.2018.05.016
     https://doi.org/10.1016/j.tate.2018.05.016 [Google Scholar]
  65. Sharma, U., Sokal, L., Wang, M., & Loreman, T.
    (2021) Measuring the use of inclusive practices among pre-service educators: A multi-national study. Teaching and Teacher Education, (), , 10.1016/j.tate.2021.103506
     https://doi.org/10.1016/j.tate.2021.103506 [Google Scholar]
  66. Siepmann, P., Rumlich, D., Matz, F., & Römhild, R.
    (2021) Attention to diversity in German CLIL classrooms: multi-perspective research on students’ and teachers’ perceptions. International Journal of Bilingual Education and Bilingualism, (), –. 10.1080/13670050.2021.1981821
     https://doi.org/10.1080/13670050.2021.1981821 [Google Scholar]
  67. Stevens, D. D., & Levi, A. J.
    (2023) Introduction to Rubrics. Routledge.
     [Google Scholar]
  68. Stotz, D. & Megías, R. M.
    (2010) Moving on, broadening out. A European perspective on the transition between primary and secondary foreign language learning. Babylonia, –.
     [Google Scholar]
  69. Szczesniak, A., & Muñoz Luna, R.
    (2022) Teachers’ perceptions of content and language integrated learning in primary schools in Andalucía. Porta Linguarum, , –. 10.30827/portalin.vi37.18414
     https://doi.org/10.30827/portalin.vi37.18414 [Google Scholar]
/content/journals/10.1075/jicb.23032.alv
Loading
Students’ and teachers’ perspectives on attention to diversity in assessment practices in Spanish primary education bilingual programs
John Benjamins ; https://doi.org/10.1075/jicb.23032.alv
/content/journals/10.1075/jicb.23032.alv
/content/journals/10.1075/jicb.23032.alv
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: feedback ; bilingual education ; attention to diversity ; CLIL ; assessment

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error