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Dual second language learning for the inclusion of migrant children in rural schools: the case of Calanda (Teruel)

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dc.contributor.authorDíez-Arcón, Paz
dc.contributor.authorPomposo Yanes , Mª Lourdes
dc.contributor.authorSanz-Gil, Mercedes
dc.contributor.funderAgencia Estatal de Investigación. España
dc.date.accessioned2025-11-27T18:43:45Z
dc.date.available2025-11-27T18:43:45Z
dc.date.issued2025-09-25
dc.descriptionThe registered version of this article, first published in Forum for Linguistic Studies, is available online at the publisher's website: Bilingual Publishing Group, https://doi.org/10.30564/fls.v7i10.9264
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Forum for Linguistic Studies, está disponible en línea en el sitio web del editor: Bilingual Publishing Group, https://doi.org/10.30564/fls.v7i10.9264
dc.description.abstractRural areas in Spain receive constant flows of migrants due to the need for labor in the primary sector, especially from North Africa. Local schools have very specific educational needs since migrant children normally experience difficulties in the acquisition of the Spanish language which affects and conditions their social inclusion and continuity in the educational system. RaCoDIL project (Shared roots in linguistic diversity and inclusion) derives from the AGORA matrix project which aims to bring technological and methodological innovation for language teaching in rural areas. RaCoDIL proposed an intervention in the primary school of Calanda (Teruel, Spain) for the improvement of Spanish and French languages in migrant and local students based on linguistic and cultural interchange and collaboration. To this end, an interactive glossary based on the local natural environment was created in Spanish, French, and Arabic, which served as a base for the creation of collaborative linguistic activities fostering cultural interchange. The aims were the improvement of students’ linguistic competence in their respective target languages, and the development of the Intercultural Communicative Competence (ICC). Students’ progress was quantitatively analyzed by the distribution of pre- and post- tests on linguistic and ICC development, and results were compared in search for significant improvements on both competences considering demographic profiles from students. The proposal has been demonstrated to influence the development of children’s positive attitudes towards learning, to dinamise the second language acquisition process, and to develop awareness, knowledge, and respect towards the foreign culture.en
dc.description.provenanceMade available in DSpace on 2025-11-27T18:43:45Z (GMT). No. of bitstreams: 1 Dual Second Language Learning for the Inclusion.pdf: 650614 bytes, checksum: 79f410c97974f55dcb99fc41d197bc4f (MD5) Previous issue date: 2025-09-25en
dc.description.sponsorshipThis work was supported by ÁGORA project, subsidised by the Ministry of Science and Innovation, State Plan for Knowledge Generation, PID2021-128182OB (Ministerio de Ciencia e Innovación, Plan Estatal de Generación de Conocimiento).
dc.description.versionversión publicada
dc.identifier.citationDíez-Arcón, P., Pomposo, L., & Sanz Gil, M. (2025). Dual second language learning for the inclusion of migrant children in rural schools: the case of Calanda (Teruel). Forum for Linguistic Studies, 7(10), 421–437. DOI: 10.30564/fls.v7i10.9264.
dc.identifier.doihttps://doi.org/10.30564/fls.v7i10.9264
dc.identifier.issn2705-0602
dc.identifier.urihttps://hdl.handle.net/20.500.14468/30962
dc.journal.issue10
dc.journal.titleForum for Linguistic Studies
dc.journal.volume7
dc.language.isoen
dc.page.final437
dc.page.initial421
dc.publisherBilingual Publishing Group
dc.relation.centerFacultad de Educación
dc.relation.departmentDidáctica, Organización Escolar y Didácticas Especiales
dc.relation.projectidinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023/PID2021-128182OB-I00
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.es
dc.subject5801 Teoría y métodos educativos
dc.subject5802 Organización y planificación de la educación
dc.subject.keywordsLinguistic Inclusionen
dc.subject.keywordsMigrant Childrenen
dc.subject.keywordsRural Schoolsen
dc.subject.keywordsLanguage Acquisitionen
dc.subject.keywordsIntercultural Communicative Competenceen
dc.subject.keywordsSecond Language Learningen
dc.subject.keywordsMultilingual Educationen
dc.titleDual second language learning for the inclusion of migrant children in rural schools: the case of Calanda (Teruel)en
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication5278b8c0-3a4a-4bad-990f-f2c5b8d336f6
relation.isAuthorOfPublication.latestForDiscovery5278b8c0-3a4a-4bad-990f-f2c5b8d336f6
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