@article{10272/24885,
year = {2020},
month = {4},
url = {https://hdl.handle.net/10272/24885},
abstract = {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.},
organization = {Ministerio de Economía y Competitividad de España. Financiación del proyecto de I+D+i  "Construyendo diferencias en la escuela. Estudios de las trayectorias de las ATAL en Andalucía, de su profesorado y de su alumnado". Referencia: CSO2013-43266-R.},
publisher = {Elsevier},
title = {Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students},
doi = {10.1016/j.tate.2020.103035},
author = {Goenechea-Permisán, Cristina and Rodríguez Izquierdo, Rosa María and González Falcón, Inmaculada and Goenechea Permisán, Cristina},
}