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dc.contributor.authorRodríguez-Izquierdo, Rosa M. 
dc.date.accessioned2020-02-17T10:46:08Z
dc.date.available2020-02-17T10:46:08Z
dc.date.issued2020-04
dc.identifier.citationTeaching and Teacher Education, Volume 90, April 2020es_ES
dc.identifier.issn0742-051X
dc.identifier.urihttp://hdl.handle.net/10433/7799
dc.description.abstractThis 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.es_ES
dc.description.sponsorshipEducación y Psicología Sociales_ES
dc.format.mimetypeapplication/pdf
dc.language.isoenes_ES
dc.relation.publisherversionhttps://doi.org/10.1016/j.tate.2020.103035
dc.rightsElsevier
dc.subjectLinguistic diversityes_ES
dc.subjectLanguage approacheses_ES
dc.subjectSpanish as a second languagees_ES
dc.subjectAssimilationist approaches_ES
dc.subjectMultilingualismes_ES
dc.titleTeacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant studentses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.description.versionPreprintes_ES
dc.rights.accessRightsembargoedAccesses_ES


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