La formación de estudiantes universitarios para enseñar el español como segunda lengua a alumnos inmigrantes en España

Abstract

The subject of this study is the training and competence of university students (future teachers) to teach Spanish as a second language (EL2) to immigrant pupils in Spain. The study's participating subjects are 318 university students, mostly studying undergraduate degrees in Primary Education or Spanish Language & Literature, at the universities of Granada, Almería, Jaén, Complutense of Madrid, and Nebrija. The research instrument employed is a questionnaire comprising 58 items, which combines closed and open questions designed for the purposes of this study, that is, to assess the specific training received for teaching Spanish to immigrant students. Data analysis is performed applying descriptive analysis of frequency and inferential analysis techniques in order to establish the significant relationship of dependence between variables. The results confirm the existing imbalance between the training of future teachers and the reality of work in which they will face specific difficulties and differences when teaching foreign students. This is a lack that must be corrected urgently, because competence in Spanish as a vehicular language improves the academic performance of immigrant students. Furthermore, communicative competence in Spanish is the most effective route to immigrants' social and cultural integration. There are no previous studies that measure the actual capability of university students to teach Spanish as a second language. In this regard, we believe that this study is pioneering as well as relevant.

Twenty years of research on immigration and school in Spain: taking stock of some of the lessons learned (Veinte años de investigación sobre inmigración y escuela en España: balance de algunas lecciones aprendidas)

“…Teachers are a key factor in improving the quality of the educational system, as well as in the inclusion and success of all students. Teachers’ training and teaching experience influences the development of favourable attitudes and inclusive teaching practices (Gómez & Souto, 2012; Murua et al, 2012; Níkleva & Contreras, 2020; Ocampo & Cid, 2011), although some teachers have a negative attitude because they do not believe they were sufficiently trained (Fuentes & Fernández, 2018; González & Batanero, 2015). With regard to the teaching competences needed, Murua et al (2012) indicate an attitudinal predisposition but a lack of knowledge to be effective in their work.…”

“…El profesorado es un aspecto clave en la mejora y calidad del sistema educativo, así como en la inclusión y el éxito de todo el alumnado. La formación y la experiencia docente del profesorado influyen en el desarrollo de actitudes favorables para una práctica docente inclusiva (Gómez & Souto, 2012; Murua et al, 2012; Níkleva & Contreras, 2020; Ocampo & Cid, 2011), si bien algunos docentes tienen una actitud negativa porque no se consideran suficientemente formados (Fuentes & Fernández, 2018; González & Batanero, 2015). En cuanto a las competencias docentes necesarias, Murua et al (2012) indican una alta predisposición en la actitud, pero falta de conocimientos para ser efectivos en su trabajo.…”

Didactic Interventions: The Voices of Adult Migrants on Second Language Teaching and Learning in a Rural Area in Chile

“…These programs are often led by individuals or organizations, and their implementation is primarily localized, lacking government-level coordination or a systematic approach [6]. Similar patterns are observed in other countries, such as Greece [12] and Spain [13,14], suggesting that the integration of migrants remains an evolving global concern. In this context, the objective of this study is to examine, from the learners´perspectives, the implementation of a Spanish language teaching and learning program as an L2.…”

“…In regard to the educational and academic arena related to L2 teachers, it is restricted to a limited number of courses and diploma programs offered by tertiary education institutions [6]. In Spain, a situation analogous to that observed in Chile appears to be unfolding, where the educational system lacks the necessary resources for prospective teachers of SL1 to effectively instruct the language as an L2 to migrants [13].…”

Caracterización De La Población Migrante Adulta No Hispanoparlante en Chile Como Base Para Una Propuesta De Planificación De Una Segunda Lengua

“…Una de las condicionantes que favorecen la inclusión exitosa de los migrantes tiene relación con la posibilidad de comunicarse en el idioma usado por la comunidad de acogida, y de este modo se promueve el bienestar común entre todos los que conviven en el territorio (Ávila Muñoz, 2019). Por el contrario, el no dominio del idioma retrasa este proceso (Isphording, 2015;Níkleva y Contreras-Izquierdo, 2020), favoreciendo que algunas falencias y desigualdades se mantengan en el tiempo e incluso se incrementen (Jiménez-Vargas, Valdés, Hernández-Yáñez y Fardella, 2020). A pesar de lo ya dicho, para atender la inserción educativa de los no hispanoparlantes (NHP), no se ha desarrollado una planificación lingüística de adquisición (PLA), que los incluya de manera integral.…”