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000171067 005__ 20260505142650.0
000171067 0247_ $$2doi$$a10.30564/fls.v7i11.9295
000171067 0248_ $$2sideral$$a149139
000171067 037__ $$aART-2025-149139
000171067 041__ $$aeng
000171067 100__ $$0(orcid)0000-0003-4790-531X$$aCasanovas-López, Raquel$$uUniversidad de Zaragoza
000171067 245__ $$aTeaching Perceptions on a Linguistic Intervention for the Inclusion of Rural Migrant Students: The Case of Calanda (Teruel)
000171067 260__ $$c2025
000171067 5060_ $$aAccess copy available to the general public$$fUnrestricted
000171067 5203_ $$aThe increasing migration phenomenon in rural areas presents significant challenges to the educational system, particularly regarding the linguistic inclusion of newly arrived students. The lack of material and human resources prevents the provision of an adequate transitional period for these children to learn Spanish before being fully integrated into the classroom, which hinders their initial participation and academic performance. RACODI (Shared Roots in Linguistic Diversity and Inclusion) is a micro-research project based on methodological innovation for foreign language learning in a rural setting. It stems from the main project AGORA (Technological and Methodological Innovation for Language Teaching and the Generation of Synergies in Rural Areas). Its main objective is to include students from immigrant families through language learning in a primary school in Calanda, Teruel, using custom-designed linguistic activities for 5th- and 6th-grade students. Although the project includes multiple lines of action, this article focuses specifically on teachers' perceptions following an educational intervention, highlighting their role as essential agents in decision-making and in validating the proposal. Preliminary results show that teachers are cautious when evaluating the project globally, although they do perceive improvements in social inclusion, linguistic skills, and academic performance. This cautiousness is attributed to the short time frame of the project so far. Furthermore, they emphasize the need for family involvement, which entails cooperative work between the school and other local and regional institutions.
000171067 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/PID2021-128128OB-I00
000171067 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttps://creativecommons.org/licenses/by-nc/4.0/deed.es
000171067 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000171067 700__ $$aPalos Cros, Ana Reyes
000171067 700__ $$aBarberán Prades, Merche
000171067 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000171067 773__ $$g7, 11 (2025), 1335-1350$$pForum linguist. stud.$$tForum for linguistic studies$$x2705-0610
000171067 8564_ $$s2158383$$uhttps://zaguan.unizar.es/record/171067/files/texto_completo.pdf$$yVersión publicada
000171067 8564_ $$s1988564$$uhttps://zaguan.unizar.es/record/171067/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
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000171067 951__ $$a2026-05-05-13:37:02
000171067 980__ $$aARTICLE