La formación del profesorado para la educación lingüística y culturalmente inclusiva: relato de una experiencia de Aprendizaje-servicio en un Trabajo de Fin de Grado

Current educational policies, with the aim of responding to the need to manage linguistically and culturally diverse classrooms, promote an inclusive education model that requires teachers who are linguistically sensitive in their beliefs, attitudes, and actions in ordinary classrooms. For this reason, initial teacher training programmes must offer pre-service teachers the possibility of acquiring the background knowledge, the skills and the attitudes that will guarantee they can become linguistically inclusive teachers. Here we present a case study that documents the participation of a student-teacher in a Service Learning experience as part of her Final Degree Project. The need identified, by an organization devoted to teaching Catalan and Spanish to adults of immigrant origin, consisted of the development of teaching materials. The data collected comes from different sources (the written text that makes the Final Degree Project, recordings of the planning sessions, etc.) and the analysis focusses on the student teacher’s reflection processes about multilingual education. This analysis will allow us to draw conclusions regarding how linguistically sensitive teacher education should be approached.