Cafe CLIL - Inclusion and CLIL

Cafe CLIL 26 - Inclusion and CLIL



This is a wonderful 26th episode of Cafe CLIL with a return from dear colleague Dr Carmen Anderson who comes this time with an ‘inclusion’ hat on.
This is a podcast discussion focused on integrating inclusion and CLIL.
The participants, Keith, Phil, and Carmen, explored how CLIL can support inclusive education by making learning accessible to all students, including those with learning difficulties. Carmen shared her experience teaching science in English while collaborating with the Dyslexia Association of Gipuzkoa, emphasizing that everyone can learn but may need different methodologies and paces. The discussion covered universal design for learning (UDL) principles, including multiple means of motivation, representation, and expression, and how these align with effective CLIL practices. They discussed challenges where some parents worry that CLIL subjects may be too difficult for students with learning difficulties, though Carmen argued that keeping these opportunities open is important for students' future prospects. The conversation also touched on the need for flexible organizational approaches, including mixed-age grouping and creative teaching arrangements, to better support diverse learners.

Inclusion in CLIL Education
Carmen discussed how inclusion in education connects to CLIL, explaining that inclusion means ensuring everyone has access to learning in a foreign language. She emphasized that while all students can learn, they may need different methodologies and paces, particularly for those with learning difficulties. Carmen outlined recommended approaches for teaching students with special education needs, including multi-sensory education, structured approaches, and scaffolding methods that incorporate visual, auditory, and tactile learning resources.

Inclusive CLIL Teaching Practices
The group discussed inclusive teaching practices in CLIL, focusing on how to support diverse learners including those with learning difficulties. Carmen explained the three principles of universal design for learning (UDL) - providing multiple means of motivation, representation, and expression - which align with effective CLIL practices. The discussion highlighted that while some parents worry about CLIL being too challenging for students with learning difficulties, it's important to maintain access to these opportunities while ensuring appropriate support and accessibility. Keith shared examples from his school where mixed-age grouping and creative teaching approaches help accommodate different learning needs.

Key Take-Away: Keep all the doors open to all learners!!!

Links: Universal Design for Learning - ⁠https://udlguidelines.cast.org/⁠
Neil Mercer – Oracy
Ken Robinson – The Element
Kelly Webb-Davis – VFWA ⁠https://kellywebbdavies.com/vfwa/⁠
Verna Myers - ‘Diversity is being asked to the party. Inclusion is being asked to dance’. ⁠https://vernamyers.com/⁠
Mind in Motion - Barbara Tversky
Michael Fullan - ⁠https://michaelfullan.ca/⁠
Mel Ainscow - ⁠https://x.com/MelAinscow⁠