Apoyo lingüístico inclusivo a alumnado no hispanohablante y aprendizaje de competencias curriculares en Educación Primaria

Abstract

This article presents a study aimed at investigating the effects of an inclusive modality of support to non-Spanish speakers within the programme of Linguistic Adaptation Temporary Classrooms on the academic performance of primary school learners, versus a 'pull-out' approach to such support. To this end, the theoretical tenets of the inclusive intervention programme are explained, together with the research design, the results and the discussion. In the last section, the main findings in favour of the inclusive approach are reviewed and some conclusions are derived for the allocation of resources to the linguistic support to non-Spanish speaking learners at schools.