Attention to Diversity in a Spanish CLIL Classroom: Teachers’ Perceptions

Content and Language Integrated Learning (CLIL) is taking on bilingual education in the 21st century. In this particular context, Spain, approach has firmly taken hold. Due to mainstreaming, or move entirely schools, diversity been put at forefront of research. Charged with bolstering language learning competences a country notoriously poor foreign competence an unbalanced tradition education, CLIL now risen meet challenge cater wide spectrum students foment access high quality, functional education. Thus, analyzing perceptions those implementing these classes, teachers, critical gauge how methodology working all types students. Through use ADiBE protocol instruments, study explores six teachers’ secondary level Andalusia through questionnaires, one-on-one interviews, classroom observations. The results show being attended by teachers while simultaneously casting light obstacles limitations that are still need addressing.