2026-09-15T18:20:09Zhttps://gredos.usal.es/oai/request

oai:gredos.usal.es:10366/1606652024-11-16T01:01:18Zcom_10366_160624com_10366_4512com_10366_3823col_10366_160625

Durán Martínez, Ramiro González Ortega, Eva Martín Pastor, Elena Pérez García, Elisa 2024-11-15T09:12:39Z 2024-11-15T09:12:39Z 2024 Durán-Martínez, R., González-Ortega, E., Martín-Pastor, E. y Pérez-García, E. (2024). Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors. System, 124, 103393. https://doi.org/10.1016/J.SYSTEM.2024.103393 0346-251X http://hdl.handle.net/10366/160665 10.1016/j.system.2024.103393 1879-3282 [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. eng http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivatives 4.0 Internacional Inclusive education Bilingual education Attention to diversity Bilingual programmes Primary education Teaching practices Teachers Inclusive teaching practices implemented in primary school bilingual programmes in Spain: Teachers’ views and associated factors info:eu-repo/semantics/article