Planning, Attention to Diversity, and Assessment in Bilingual Education in Spain

Abstract

The study analyzes the processes of planning, attention to diversity, and the assessment of bilingual education from the educators’ perspective. A questionnaire was administered to bilingual teachers practicing in the autonomous community of Andalusia, Spain, from which 413 valid responses were obtained. The Likert-type questionnaire, scaled with five response options, consisted of 62 quantitative and 2 qualitative items. In terms of lesson planning, teachers reported using active methods marked by flexibility and adaptability to the needs and characteristics of their pupils. As for diversity-related aspects, most teachers identify with inclusive approaches, although a small minority still exhibit exclusionary attitudes. Regarding assessment, formative and procedural practices are highlighted, in which various instruments are used to provide feedback to students on their learning. The conclusions derived from the results show a teaching environment aligned with innovative methodologies and grounded in constructivist principles, referencing lesson design, attention to diversity, and the assessment of bilingual teaching. However, the need to strengthen teacher training processes has been identified, especially concerning the selection and management of content in bilingual classes. Therefore, it is recommended to develop and adapt curricular materials that meet students’ needs, as well as to create assessment instruments and tools for different non-linguistic areas within bilingual education.