Teachers as designers of learning in diverse, bilingual classrooms in England: An ADiBE case study

Do Coyle*, Kim Bower, Yvonne Foley, Jonathan Hancock

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

This ADiBE case study explores an innovative, integrated approach to addressing diversity in secondary classrooms in England where more than one language is used and learned. We position diversity in multilingual and multicultural communities where schooling seeks to provide meaningful learning experiences for all students and to guide learners towards being and becoming global citizens. Within a UK context, underpinning values emphasise social justice and inclusion embodied in classroom practices which actively involve teachers as researchers with their learners - in terms of ‘curriculum-making’ and reinterpreting the impact of diversity on ‘successful’ learning communities. This research analyses contextual and exploratory factors that enable diverse learners with diverse needs to engage in learning partnerships with each other and their teachers. Using a framework to capture collaborative professional learning, synergies are explored between two different approaches to bilingual learning – English as an Additional language (EAL) and Content and Language Integrated Learning (CLIL). The case study identifies potentially rich sites for building pedagogic capital and explores ways in which diversity can enable more young people to feel valued, respected and successful bilingual learners in formal schooling.
Original languageEnglish
JournalInternational Journal of Bilingual Education and Bilingualism
Early online date23 Nov 2021
Publication statusE-pub ahead of print - 23 Nov 2021

Keywords / Materials (for Non-textual outputs)

  • diversity
  • professional learning
  • combined pedagogies
  • teachers as designers of learning


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