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Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students |
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| Affiliation: | 1. Pablo de Olavide University, Spain;2. Huelva University, Spain;3. Cádiz University, Spain;1. CIAE, Instituto de Estudios Avanzados en Educación (IE), Universidad de Chile, Chile;2. Department of Humanities, Social and Political Sciences, ETH Zürich, Switzerland;3. Centro de Estudios Avanzados en Justicia Educacional, Pontificia Universidad Católica de Chile, Chile;4. Facultad de Economía y Negocios, Universidad Del Desarrollo, Chile;5. Facultad de Ingeniería, Pontificia Universidad Católica de Chile, Chile;1. SRI International, 333 Ravenswood Ave, Menlo Park, CA 94025, USA;2. College of Education and Human Development, University of Delaware, USA |
| Abstract: | This study examines teachers’ beliefs regarding linguistic diversity and their approaches to teaching Spanish as a second language (SSL) in the inclusion of immigrant students whose first language is not Spanish. Grounded in a qualitative study in multicultural schools in Andalusia (Spain), we compared the voices of two groups of teachers: regular teachers and specialist language teachers. Teachers reflected monolingual beliefs -from assimilationist to deficit approaches- and attached great importance to the role that SSL has for immigrant students. Results indicated the need for professional development for teachers to promote multilingualism based on beliefs of language-as-resource or language-as-right. |
| Keywords: | Teachers’ beliefs Linguistic diversity Language approaches Spanish as a second language Assimilationist approach Multilingualism |
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