Rodríguez-Izquierdo, Rosa M.2020-02-172020-02-172020-04Teaching and Teacher Education, Volume 90, April 20200742-051Xhttp://hdl.handle.net/10433/7799This 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.application/pdfenElsevierhttps://creativecommons.org/licenses/by-nc-nd/4.0/Linguistic diversityLanguage approachesSpanish as a second languageAssimilationist approachMultilingualismjournal articleopen access