Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students

• Published in: Teaching and teacher education 2020-04, Vol.90, p.103035, Article 103035
• Main Authors: Rodríguez-Izquierdo, Rosa M., Falcón, Inmaculada González, Permisán, Cristina Goenechea
• Format: Article
• Language: English
• Subjects: Assimilationist approach; Language approaches; Linguistic diversity; Multilingualism; Spanish as a second language; Teachers’ beliefs
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2020.103035

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. •Teachers adhere to monolingual beliefs.•Teachers differ in the way they view linguistic diversity in the inclusion of immigrant students.•Regular classroom teachers see language learning for immigrant students to access the curriculum.•Specialist teachers understand language as a fundamental tool for integration.•Approaches to linguistic diversity are ambivalent and often contradictory.