RT Journal Article
T1 Between advocacy and gatekeeping: primary and secondary teachers’ dilemmas towards multilingualism in Andalusia
A1 Rodríguez-Izquierdo, Rosa M.
K1 Multilingualism
K1 Immigrant students
K1 Language orientations
K1 Primary and secondary teachers
K1 Language hierarchies
AB While research has examined teachers' attitudes towards multilingualism, less attention has been paid to how teachers' orientations are shaped by language hierarchies and legitimized under institutional constraints. This study explores teachers' ideological orientations towards immigrant students' linguistic repertoires in Andalusianschools, employing a comparative, multi-round qualitative design. Drawing on raciolinguistic and Bourdieusian frameworks, findings reveal a persistent tension between symbolic endorsement of multilingualism and a practical Spanish-only mandate, with students’ home languages valued culturally but marginalised instructionally.These practices are justified through discourses of care, fairness, and academic efficiency, thereby subordinating home languages to Spanish and English. Differences emerge across educational levels: primary teachers tend to adopt more flexible, socially-oriented positions, whereas secondary teachers function as academic gatekeepers, construing students' home languages as instructional burdens within high-stakes educationalsystems. The study foregrounds teachers as policy mediators and advances a critical understanding of the systemic mechanisms that render multilingualism difficult to enact in practice.gatekeepers, construing students' home languages as instructional burdens within high-stakes educational systems. The study foregrounds teachers as policy mediators and advances a critical understanding of the systemic mechanisms that render multilingualism difficult to enact in practice.
PB Elsevier
YR 2026
FD 2026-04-21
LK https://hdl.handle.net/10433/26486
UL https://hdl.handle.net/10433/26486
LA en
NO Rodríguez-Izquierdo, R. M. (2026). Between advocacy and gatekeeping: primary and secondary teachers’ dilemmas towards multilingualism in Andalusia. Teaching and Teacher Education, 177,105558. https://doi.org/10.1016/j.tate.2026.105558
NO Proyectos de investigaciónThis work was supported by the Ministry of Economics and Competitiveness of Spain under Grant [Ref. CSO2013-43266-R] who supported the project ‘Constructing differences in school. Studying the trajectories of Classroom of Linguistic Adaptation (TCLA) in Andalusia, their teachers, and their students.
NO Departamento de Educación y Psicología Social
DS RIO
RD May 6, 2026