Inclusion in culturally and linguistically diverse bilingual schools in the Netherlands: promising beginnings, ongoing challenges

Abstract In some European settings, bilingual education (BE) has received criticism for catering to the ‘elite’, due to it mainly being chosen by, or offered to, pupils from high socio-economic backgrounds, only marginally including pupils with a migrant background. Nevertheless, because of its focus on global citizenship, BE in Europe could also be used to educate children of more diverse backgrounds. Through implementing inclusive education, aimed at offering quality education for all learners, the pupils’ diversity can be addressed. However, how bilingual schools shape inclusive education has been under-researched in Europe, specifically in the Netherlands. Our study aims to investigate to what extent culturally and linguistically diverse bilingual schools in the Netherlands implement inclusive education. Eight interviews were held with teachers, and a survey was conducted with 197 pupils to explore their experiences with inclusive education in BE. Through thematic analyses of the interview data and triangulation with the student questionnaires, we found that inclusive education is implemented to a considerable extent in bilingual schools. It is mainly realised through fostering an inclusive environment and by discussing socially relevant themes. Additionally, teachers indicate using the cultural diversity of their students in class, but this is not recognised by the pupils. Our findings highlight how BE can address a more culturally diverse group of pupils in the Netherlands and beyond.