Evaluating CLIL Programmes: Instrument Design and Validation

María Luisa Pérez Cañado

Resumen

This article presents the three sets of questionnaires
which have been originally designed and
validated within a broader governmentally-funded
research project to determine how CLIL schemes
are playing out across a broad array of contexts
(Primary and Secondary Education; urban and
rural settings; public and private schools; with teachers,
students, and parents). They are the first
qualitative instruments whose design has been
based on recent research outcomes and which
have undergone a carefully controlled double-fold
pilot process for their validation (external ratings
approach and pilot phase with a representative
sample of nearly 300 subjects). After characterizing
the questions included in the surveys,
along with their format and chief categories, the
article goes on to describe the steps undertaken
for their research-based design and the doublefold
pilot process followed for their validation. The
actual questionnaires are then presented (for
language teachers, non-linguistic area teachers,
teaching assistants, students, and parents) in a
format which can directly be applied in any CLIL
classroom in order to gauge how bilingual programmes
are playing out at present.

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