Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors
[EN]Promoting plurilingualism and the provision of inclusive and good-quality education are currently two converging challenges. However, despite the difficulties expressed by teachers in catering to diversity in their bilingual classrooms, the implementation of inclusive practices has received litt...
| Autores: | , , , |
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| Formato: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Recursos: | Universidad de Salamanca (USAL) |
| Repositorio: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:gredos.usal.es:10366/160665 |
| Acesso em linha: | http://hdl.handle.net/10366/160665 |
| Access Level: | acceso abierto |
| Palavra-chave: | Inclusive education Bilingual education Attention to diversity Bilingual programmes Primary education Teaching practices Teachers 5701.11 Enseñanza de Lenguas 5801 Teoría y Métodos Educativos |
| Resumo: | [EN]Promoting plurilingualism and the provision of inclusive and good-quality education are currently two converging challenges. However, despite the difficulties expressed by teachers in catering to diversity in their bilingual classrooms, the implementation of inclusive practices has received little attention. This study aims to analyse how teachers perceive their use of inclusive practices in primary school bilingual programmes and to identify associated sociodemographic characteristics. In total, a sample of 300 teachers completed the ad hoc designed Inclusive Teaching Practices in Bilingual Education scale. The results of the survey showed that inclusive practices associated with the dimensions of linguistic aspects, materials and resources, and assess ment are more frequently used than those associated with methodology, groupings, and collaboration with teachers and families. Moreover, those teachers who were English specialists, were more experienced at teaching in a bilingual programme, used English to a greater extent in the class room, were highly proficient in English, and who received help from a support teacher used inclusive practices more frequently in their classrooms. Overall, teachers in bilingual education have a positive perception of their use of inclusive practices, but more work is needed regarding collaboration and providing a more personalised approach to education through appropriate scaffolding strategies and feedback. |
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