DESIGN FOR AN INCLUSIVE CLIL INTERVENTION FOR A HETEROGENEUS 3RD GRADE CLASSROOM

Abstract

Through the following innovation proposal, the challenges and difficulties associated with implementing the CLIL approach are analyzed, especially in a heterogeneous primary school classroom. The proposed intervention provides inclusive strategies to eliminate these barriers, aiming to guarantee meaningful and equitable learning of content and language. This work is based on a theoretical framework that addresses the principles and barriers of CLIL, as well as the definition of inclusive education and measures that promote it. Some of the inclusive strategies applied are task differentiation, scaffolding, cooperative learning, and multimodal input. All of these contribute to dual acquisition, providing measures so that all students have access to this learning, taking into account individual educational needs. The designed proposal is contextualized within a 3rd-grade primary school class in the area of Natural Sciences, specifically studying the topic of animals. It contains a sequence of 5 activities distributed across 9 sessions, which promote an active and participatory role for the student. Despite the lack of empirical evidence in this work, the theoretical framework is based on multiple studies with scientific evidence from recognized authors, such as Benjamin Bloom and David Marsh, among others. The conclusion drawn from this work is the need to integrate inclusive strategies within a CLIL context, especially in classrooms with diverse needs, in order to guarantee equitable educational opportunities.