Adaptación del profesorado de secundaria al perfil del alumnado extranjero con hándicap lingüístico

Zusammenfassung

Foreign students often face many barriers when they enter the Spanish educational system (Dusi & Steinbach, 2016). For example, adapting to teaching methodologies different from those they are used to, on the one hand, and having to integrate into the new school environment, on the other. This means that they need to make new friends in the new host society, acquire skills in the subjects they are taught in the school, and this means having to understand the teacher’s explanations. However, these students often come with a linguistic handicap, which makes it very difficult to learn the subjects, and therefore, to pass them. For this reason, and others, the academic performance of foreign students is lower than that of their native peers (Ortega, 2015; Zamora & Gonzánlez, 2019). And taking into account that providing quality education to all students who are in our classrooms is a right, regardless of their nationality or origin, it is necessary to adopt measures to facilitate the inclusion of this students in an appropriate manner. To alleviate this situation, there is a clear need for these students to acquire the vehicular language of the center as soon as possible, which will help them to socialize with the people around them in the school, and what is also very important, to understand the teacher’s explanations. Therefore, the methodologies used for learning Spanish as a foreign language must be appropriate, in order to facilitate the acquisition of the language for these students. The present study aims to find out the effectiveness of the methodologies used with these students. To know if active methodologies are used to help these students to overcome their difficulties. Some of the conclusions of this study show that the teachers who attend these students hardly use language teaching methodologies such as service learning or project-based learning.