Rodríguez-Izquierdo, Rosa M.González Falcón, InmaculadaGoenechea Permisán, Cristina2025-01-162025-01-162020-02-07Rosa 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.2020.103035.10.1016/j.tate.2020.103035https://hdl.handle.net/10433/22356This 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/pdfenTeachers’ beliefsLinguistic diversityLanguage approachesSpanish as a second languageAssimilationist approachMultilingualismjournal articlerestricted access