Goenechea-Permisán, CristinaRodríguez Izquierdo, Rosa MaríaGonzález Falcón, InmaculadaGoenechea Permisán, Cristina2025-01-212025-01-212020-04Rodríguez-Izquierdo, R. M., Falcón, I. G., & Permisán, C. G. (2020). Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students. In Teaching and Teacher Education (Vol. 90, p. 103035). Elsevier BV. https://doi.org/10.1016/j.tate.2020.1030350742-051X1879-2480 (electrónico)https://hdl.handle.net/10272/24885Artículo de investigación en el que se exploran las creencias del profesorado español sobe la diversidad lingüística del alumando inmigrante, la enseñanza del español como idioma vehicular de enseñanza y los enfoques educativos más adecuados para ello, Analiza la visión asimilacionista y compensadora que aún predomina y ofrece claves y reflexiones para una educación intercultural que sepa reconocer los aportes y conocimientos del alumando inmigrante.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.engAtribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/Teacher's beliefs, linguistic diversity, language approaches, Spanish as a second language, assimilationist approach, multilingualismTeachers’ beliefsLinguistic diversityLanguage approachesSpanish as a second languageAssimilationist approachMultilingualismTeacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant studentsjournal article10.1016/j.tate.2020.103035open access58 Pedagogía