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  • 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. (xsd:string)
?:citation
?:contributor
?:dateModified
  • 2020 (xsd:gyear)
?:datePublished
  • 2020 (xsd:gyear)
?:doi
  • 10.1016/j.tate.2020.103035 ()
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  • true (xsd:boolean)
is ?:hasPart of
?:inLanguage
  • en (xsd:string)
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?:issn
  • 0742-051X ()
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?:name
  • Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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?:sourceInfo
  • GESIS-SSOAR (xsd:string)
  • In: Teaching and Teacher Education, 90, 2020 (xsd:string)
rdf:type
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?:urn
  • urn:nbn:de:0168-ssoar-98710-5 ()
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  • 90 (xsd:string)