Hacia un bilingüismo inclusivo: Docencia y diversidad en contextos migrantes

Abstract

This research aims to examine the experiences and pedagogical practices of teachers who have worked in bilingual learning environments with a high presence of migrant communities. It seeks to investigate how these experiences can lead to the incorporation of inclusive bilingualism that reflects the linguistic and cultural diversity of students. Concepts such as inclusive bilingualism, translanguaging, interculturality, migration in education, among others, are defined. It emphasizes the importance of recognizing and valuing the multiple languages present in the classroom and viewing their flexible use as a pedagogical resource that enriches students' cultural identity. A review of previous literature presents the challenges and opportunities for bilingual education in migrant contexts, emphasizing the need to implement diverse and inclusive practices. A qualitative research methodology and a case study design are adopted. Semi-structured interviews and surveys will be conducted with teachers who teach in bilingual environments, providing an understanding of the needs of their experiences and methods. This methodological framework is in line with the objective, regarding the analysis of practices that facilitate the implementation of inclusive, equitable bilingualism in the classroom, in order to generate practical recommendations that can be implemented by a collegiate group. Finally, this study aims to help build an educational framework that recognizes and values cultural and linguistic diversity to foster a positive and equitable learning context for each student.