Diversity in CLIL as Experienced by Finnish CLIL Teachers and Students: Matters of Equality and Equity

Autor/inn/en	Nikula, Tarja; Skinnari, Kristiina; Mård-Miettinen, Karita
Titel	Diversity in CLIL as Experienced by Finnish CLIL Teachers and Students: Matters of Equality and Equity
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 9, S.1066-1079 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2028125
Schlagwörter	Content and Language Integrated Learning; Second Language Learning; Second Language Instruction; Student Attitudes; Foreign Countries; Teacher Attitudes; Core Curriculum; High Achievement; Student Characteristics; Criticism; Equal Education; Diversity; Language Proficiency; Teaching Methods; Homework; Student Evaluation; Secondary School Students; French; English (Second Language); Native Language; Finno Ugric Languages; Institutional Characteristics; Finland + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Ausland; Lehrerverhalten; Kerncurriculum; Kritik; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Hausaufgabe; Schulnote; Studentische Bewertung; Sekundarschüler; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Finnland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01