One of the most characteristic manifestations of today's society is represented by the unstoppable phenomenon of immigration. This new reality is a new challenge for the school system, since it has to seek a multicultural educational response, which can be given from creating an intercultural curriculum to providing language skills in Spanish.
The arrival at the educational center implies for a immigrant student a psychological impact hard to face a new situation, a very different environment, of which he ignores almost everything: in many cases the language, his classmates, sometimes impregnated of prejudices, the center with its own rules, the type of school activity and all this in a difficult personal moment. This situation is aggravated when his experience, teaching and knowledge are very different from the rest of his classmates.
For this reason, the role of the school in the social incorporation of the immigrant student and his personal development is fundamental. The center should facilitate its access to society, its knowledge of the language, its relationship between equals, its educational promotion, etc. (Linares, 2007)
We can check these acts in Maria's school experience "In my school, which is near the coast, in Torrox, there were many foreigners, specifically Moroccans and Germans, they did not relate much with us, but they formed their own groups"
To avoid that foreign students only relate to students of their own nationality, we believe that schools should stimulate some classes with support to these students. In these classes, the first thing to be taught are Spanish classes, so that by knowing the language they can relate to the other children and then follow the rhythm of the classes. Thus, they would be more easily included in school life.
In addition, in these support classes they could also review the subject-matter of the subjects they are taking, to facilitate later their learning in the classroom, to these classes could also attend any student who needs it or wants it.
Another way to be able to include our foreign students in class is to treat aspects of their culture, tradition, customs and make the student participate in that session, and this, make to create conscience to the rest of students because, although our new classmate do not speak the same language, it is another student like them.
For what we think, that educational centers are the ideal framework, to move from multiculturalism to interculturality, providing an ideal environment for the exchange of values, lifestyles; living the difference not as a threat, but as a source of wealth.
LINARES GARRIGA, J. E. (2007): “Programas y modelos de trabajo con niños y jóvenes inmigrantes en la enseñanza de español”, en La enseñanza de segundas lenguas a inmigrantes.
ARNAIZ SÁNCHEZ, P. (2000): “La diversidad como valor educativo”, en I. Martín (coord.): El valor educativo de la diversidad, Valladolid: Grupo editorial universitario.
The arrival at the educational center implies for a immigrant student a psychological impact hard to face a new situation, a very different environment, of which he ignores almost everything: in many cases the language, his classmates, sometimes impregnated of prejudices, the center with its own rules, the type of school activity and all this in a difficult personal moment. This situation is aggravated when his experience, teaching and knowledge are very different from the rest of his classmates.
For this reason, the role of the school in the social incorporation of the immigrant student and his personal development is fundamental. The center should facilitate its access to society, its knowledge of the language, its relationship between equals, its educational promotion, etc. (Linares, 2007)
We can check these acts in Maria's school experience "In my school, which is near the coast, in Torrox, there were many foreigners, specifically Moroccans and Germans, they did not relate much with us, but they formed their own groups"
To avoid that foreign students only relate to students of their own nationality, we believe that schools should stimulate some classes with support to these students. In these classes, the first thing to be taught are Spanish classes, so that by knowing the language they can relate to the other children and then follow the rhythm of the classes. Thus, they would be more easily included in school life.
In addition, in these support classes they could also review the subject-matter of the subjects they are taking, to facilitate later their learning in the classroom, to these classes could also attend any student who needs it or wants it.
Another way to be able to include our foreign students in class is to treat aspects of their culture, tradition, customs and make the student participate in that session, and this, make to create conscience to the rest of students because, although our new classmate do not speak the same language, it is another student like them.
For what we think, that educational centers are the ideal framework, to move from multiculturalism to interculturality, providing an ideal environment for the exchange of values, lifestyles; living the difference not as a threat, but as a source of wealth.
LINARES GARRIGA, J. E. (2007): “Programas y modelos de trabajo con niños y jóvenes inmigrantes en la enseñanza de español”, en La enseñanza de segundas lenguas a inmigrantes.
ARNAIZ SÁNCHEZ, P. (2000): “La diversidad como valor educativo”, en I. Martín (coord.): El valor educativo de la diversidad, Valladolid: Grupo editorial universitario.
