Análisis de las aulas de acogida lingüística: carácter inclusivo, flexibilidad e integración en la organización del centro

Abstract

The proliferation in our country of the so-called linguistic reception classrooms responded to the lack of measures and resources, in the educational centers, to support foreign students of late incorporation in the learning of the vehicular language. These devices will be analyzed from the perspective of their organization and operation (in particular, those implemented in Andalusia, Madrid and Catalonia), in order to demonstrate that they cannot be considered flexible groupings nor are they organized based on educational inclusion criteria. In most cases, there is a weak integration in the general organization of the center and they remain outside the pedagogical decisions and relational dynamics.

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