Welcome to the ebyad+ project (Bilingual Education and Attention to Diversity), funded by the Spanish Ministry of Science, Innovation and Universities (PID2025-171129OB-I00). This R&D+i project builds on a previous project (PID2020-113956RB-I00) and addresses the challenge of ensuring inclusive education while enabling learners to develop communicative competence in more than one language.
Spain is one of the European countries where bilingual education is most widely implemented. However, its expansion has not been without challenges, one of the most significant being addressing diversity in its broadest sense. This includes learners with specific educational support needs and those with different learning styles, levels of language proficiency and subject knowledge, degrees of motivation, and cultural and socioeconomic backgrounds, among other factors. This issue is particularly relevant in primary education, where the foundations for sustained participation in bilingual programmes are established.
The overall objective of this project is to analyse inclusive teaching practices in primary education bilingual programmes in Castilla y León, Andalusia and Asturias, and to strengthen these practices through the design, implementation and evaluation of a teacher training programme. The proposal is structured around two sequential strands:
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- Strand 1 focuses on strengthening the analysis of current inclusive teaching practices and methodological strategies used in primary education bilingual programmes, as well as the barriers to addressing diversity. Quantitative and qualitative approaches will be combined to examine teachers’ and learners’ perceptions in new regional contexts (Asturias and Andalusia) and socio-geographical settings (rural areas), comparing the findings with those of the previous project conducted in urban areas of Castilla y León. This work will identify common patterns, differences across regions and teacher training needs, which will be synthesised in a cross-regional diagnostic report.
- Strand 2 aims to design, implement and evaluate a training programme intended to strengthen teachers’ competencies in planning and implementing inclusive strategies in bilingual classrooms. This strand includes developing training materials based on the resources produced by the previous project, delivering the programme with ongoing support for teachers, and evaluating its effectiveness using quantitative and qualitative methods. Knowledge transfer resources will also be developed for schools, education authorities and continuing professional development providers.
