Diversity in CLIL as experienced by Finnish CLIL teachers and students : matters of equality and equity
Nikula, T., Skinnari, K., & Mård-Miettinen, K. (2023). Diversity in CLIL as experienced by Finnish CLIL teachers and students : matters of equality and equity. International Journal of Bilingual Education and Bilingualism, 26(9), 1066-1079. https://doi.org/10.1080/13670050.2022.2028125
Date
2023Copyright
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This article focuses on how Finnish CLIL teachers and students orient to and experience diversity in CLIL. The data consist of teacher and student interviews that were analysed using qualitative content analysis to identify recurrent themes with regard to diversity. The findings indicate that the theme of equality in the sense of ‘the same for all’ in both teaching, assessing and homework was readily brought up by both groups, reflecting the ethos of equality prevalent in Finnish education. Equity, however, was not similarly highlighted even though it is a guiding principle alongside equality in the Finnish Core Curriculum for Basic Education. Teachers were found reluctant to topicalise diversity, at least in the form of explicit differentiation. This applied especially to academic skills, with students’ different linguistic skills more readily addressed. Both teacher and student interviews construct CLIL students as high-achievers in comparison to peers in regular classrooms. The students, however, also criticised being treated as a homogenous group and expressed wishes for personalised support. In sum, the findings show tensions between maintaining equality and securing equity in that adherence to the same type of education for all may render invisible the varying competences, ways of learning and needs for support.
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RoutledgeISSN Search the Publication Forum
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https://converis.jyu.fi/converis/portal/detail/Publication/104058464
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European CommissionFunding program(s)
Strategic partnerships, E+
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about funding
This work was supported by European Commission [grant number 2018-1-ES01-KA201-050356].License
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