Analysis of inclusive educational strategies in bilingual contexts in the Community of Madrid

Abstract

Currently, the increase in the number of bilingual schools in all the autonomous communities reflects the relevance that our country attaches to bilingualism, especially in English. This phenomenon has required the reconfiguration of classrooms and the implementation of Content Integrated Learning in Foreign Languages (CLIL). One of the challenges of this scenario is linked to the attention to students' diversities through resources and pedagogical strategies that favor their learning and participation in the classroom.

 The aim of this research is to know the inclusive pedagogical strategies implemented by early childhood and primary school teachers in bilingual schools in the Community of Madrid to address the diversities of students. For this purpose, a qualitative, phenomenological study was carried out through 51 interviews with teachers and participant observations of classroom sessions. A progressive data analysis was carried out using a system of categories and subcategories. The results were grouped into four categories: organizational strategies (EOR), teaching strategies (EEN), socio-affective strategies (ESA) and evaluation strategies (EEV). Among the most relevant are the importance of heterogeneous groupings; the application of active methodologies in the classroom; the creation of spaces for communication and exchange, where trust and a climate of security are generated; and the use of diverse evaluation instruments in accordance with the needs and characteristics of the students. In conclusion, in order to create inclusive bilingual environments, teachers must take into account the needs of students with adaptations in classroom organization, grouping and methodology. Therefore, it is necessary for teachers to be trained in organizational, methodological and assessment aspects and, especially, in communication and exchange aspects that promote respect and equal opportunities.