Can CLIL truly be for all? Rethinking diversity, inclusion, and elitism in bilingual education

by María Luisa Pérez Cañado

Speaker 1


This talk will focus on one of the most hotly debated issues affecting Content and Language Integrated Learning (CLIL) at present: diversity, inclusion, and elitism in bilingual programs. Through a variant of the game “20 Questions”, it will showcase fifteen of the most common queries which are at present being tossed back and forth on this front and will employ empirical evidence from the latest investigations on the topic (cf. to address them. It will also discuss the broader take-aways and the chief pedagogical implications which these findings have for the different stakeholders, and make available a broad array of materials, technological resources, and teacher development options to continue addressing the challenge of diversity in CLIL in the immediate future.

About the author

María Luisa Pérez Cañado

Dr. María Luisa Pérez Cañado is Full Professor at the Department of English Philology of the University of Jáen, Spain, where she is also Vicedean of the Faculty of Humanities and Education. Her research interests are in Applied Linguistics, bilingual education, and new technologies in language teaching. Her work has appeared in over 100 scholarly journals and edited volumes published by Elsevier, Peter Lang, Multilingual Matters, Wiley-Blackwell, Routledge, DeGruyter, or Springer, among others. She is also author or editor of eleven books on the interface of second language acquisition and second language teaching, and editor or member of the editorial board of twelve international journals. María Luisa has given over 150 lectures and talks in Belgium, Poland, Germany, Portugal, Ireland, England, Mexico, Brazil, Peru, China,The United States, and all over Spain. She has is currently coordinating the first intercollegiate MA degree on bilingual education and CLIL in Spain, as well as a European and a national research project on attention to diversity in CLIL. She has also been granted the Ben Massey Award for the quality of her scholarly contributions regarding issues that make a difference in higher education.