RT Journal Article
T1 Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students
A1 Rodríguez-Izquierdo, Rosa M.
A1 González Falcón, Inmaculada
A1 Goenechea Permisán, Cristina
K1 Teachers’ beliefs
K1 Linguistic diversity
K1 Language approaches
K1 Spanish as a second language
K1 Assimilationist approach
K1 Multilingualism
AB 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.
PB Elsevier
YR 2020
FD 2020-02-07
LK https://hdl.handle.net/10433/22356
UL https://hdl.handle.net/10433/22356
LA en
NO Rosa M. Rodríguez-Izquierdo, Inmaculada González Falcón, Cristina Goenechea Permisán, Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students, Teaching and Teacher Education, Volume 90, 2020, 103035, ISSN 0742-051X, https://doi.org/10.1016/j.tate.2020.103035.
NO Universidad Pablo de Olavide
DS RIO
RD May 9, 2026