Accommodating diversity in linguistic and intercultural teaching: can CLIL do the job?

This article carries out a comparison of frontline stakeholder perspectives in order to determine whether CLIL can accommodate diversity in linguistic and intercultural teaching. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,676 teachers, students, and parents in 36 Primary and Secondary schools across Spain. It employs four types of triangulation and carries out across-cohort comparisons in order to determine the potential of CLIL to provide diversity-sensitive teaching. This study positively disrupts some previous trends and evinces that, as mainstream bilingual programs become ingrained in our education systems, measures to cater for diversity are also increasingly apparent. Este art & iacute;culo realiza una comparativa de las perspectivas de los principales agentes implicados en el proceso de ense & ntilde;anza-aprendizaje con el fin de determinar si el AICLE puede realmente atender a la diversidad en la ense & ntilde;anza ling & uuml;& iacute;stica e intercultural. Desarrolla un estudio de m & eacute;todos mixtos con triangulaci & oacute;n concurrente con 2.676 profesores, alumnos y familias de 36 centros de Educaci & oacute;n Primaria y Secundaria de toda Espa & ntilde;a. El estudio altera positivamente algunas tendencias anteriores y evidencia, a medida que los programas biling & uuml;es se arraigan en nuestros sistemas educativos, las medidas para atender a la diversidad tambi & eacute;n son cada vez m & aacute;s evidentes.