Contributions of the ATAL programme to the education centres from an intercultural point of view

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DOI

https://doi.org/10.25267/Hachetetepe.2016.v1.i12.7

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No. 12 (2016)
Monographic
89-103
Published: 01-05-2016
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Authors

  • Cristina Goenechea Permisán (ES) Universidad de Cádiz
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  • Cristina Iglesias Alférez (ES) Universidad de Cádiz
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Abstract

This study analyses the contributions of the programme Aulas Temporales de Adaptación Lingüística (Linguistic Adaptation Temporary Classrooms / Here in after ATAL) to the development of increasingly intercultural schools in Andalucia. This is a necessary reflection, since these classrooms are the main response by the Andalucía’s education system to the presence of foreign students at school centres. For this purpose, we have started by analysing the results obtained from a qualitative research carried out during the academic year 2014-2015 in Cadiz province. It is based on interviews, discussion groups and the participative observation of the class groups by the researchers. The information obtained will allow us to recognize the current situation of the programme in Cadiz, its possibilities and limitations and how these may affect the schools. The main focuses of our research are going to be the organization (which students does it include, how does it care for them and for how long) and the teachers in those classrooms (training, itinerary employment between centres and functions).

 

Keywords

Intercultural education, ATAL, immigrant students, Andalucía.

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How to Cite

Goenechea Permisán, C., & Iglesias Alférez, C. (2016). Contributions of the ATAL programme to the education centres from an intercultural point of view. Hachetetepé. Scientific Journal of Education and Communication, (12), 89–103. https://doi.org/10.25267/Hachetetepe.2016.v1.i12.7

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References

AGAEVE, Agencia Andaluza de Evaluación Educativa (2015). Estudio sobre la organización y el funcionamiento de las aulas temporales de adaptación lingüística (ATAL). Sevilla: autor- Consejería de Educación.

Del Río Fernández, J.L. (2015). Evaluación de las posibilidades educativas del aula ATAL en los centros escolares de Málaga. Estudio de casos. Universidad de Málaga, Tesis Doctoral. Disponible en: http://riuma.uma.es/xmlui/bitstream/handle/10630/10575/TD_Del_Rio_Fernandez.pdf?sequence=1

Etxeberría, F., y Elosegui, K. (2010). Integración del alumnado inmigrante: obstáculos y propuestas. Revista Española de Educación Comparada, (16), 235-264. Recuperado el 20 de abril de 2015 de http://revistas.uned.es/index.php/REEC/article/view/753.

García Castaño, F. J., Castilla Segura, J., & Capellán de Toro, L. (2015). ¿Compensar es igualar?: trayectorias de escolares de nacionalidad extranjera en dispositivos “especiales” en el sistema educativo andaluz. In F. J. García Castaño, A. Megías Megías, & J. Ortega Torres (Eds.), Actas del VIII Congreso sobre Migraciones Internacionales en España (Granada, 16-18 de septiembre de 2015) (pp. S02/13–S02/28). Granada: Instituto de Migraciones.

Jiménez Gámez, R.A. (Coord.) (2009). Estudio de la atención educativa prestada al alumnado inmigrante en las Aulas Temporales de Adaptación Lingüística en Cádiz. Informe de Investigación. Recuperado de http://minerva.uca.es/publicaciones/asp/docs/tesis/cotrina%20garc%C3%ADa%20y%20otros.pdf

http://revistas.uned.es/index.php/REEC/article/view/7531

Moscoso García, F. (2013). El programa hispano-marroquí de enseñanza de Lengua Árabe y Cultura Marroquí (LACM) sometido a revisión. Árabe marroquí y amazige, lenguas nativas (L1). Anaquel de Estudios Árabes, 24, 119-135.

Orden de 15 de enero de 2007, de la Consejería de Educación de la Junta de Andalucía, por la que se regulan las medidas y actuaciones a desarrollar para la atención del alumnado inmigrante y, especialmente, las Aulas Temporales de Adaptación Lingüística. (BOJA núm.33, 14-02-2007).

Porras Vallejo, R., García García, M., y Cotrina García, M. (2009). Posibilidades y límites del programa de ATAL en el marco de una escuela inclusiva. El caso de la provincia de Cádiz. Revista de Educación inclusiva, 2(1), 11-28. Recuperado de http://www.ujaen.es/revista/rei/linked/documentos/documentos/2-1.pdf