Teaching Perceptions on a Linguistic Intervention for the Inclusion of Rural Migrant Students: The Case of Calanda (Teruel)

Authors

  • Raquel Casanovas-López

    Education Department, School of Human Sciences and Education, Universidad de Zaragoza, 22003 Huesca, Spain
  • Ana Reyes Palos Cros

    Virgen del Pilar Elementary School, 44570 Calanda, Spain
  • Merche Barberán Prades

    Virgen del Pilar Elementary School, 44570 Calanda, Spain

DOI:

https://doi.org/10.30564/fls.v7i11.9295
Received: 31 March 2025 | Revised: 11 April 2025 | Accepted: 16 May 2025 | Published Online: 27 October 2025

Abstract

The 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.

Keywords:

Children; Rural Area; Inclusion; Education; Teachers

References

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How to Cite

Casanovas-López, R., Palos Cros, A. R., & Barberán Prades, M. (2025). Teaching Perceptions on a Linguistic Intervention for the Inclusion of Rural Migrant Students: The Case of Calanda (Teruel). Forum for Linguistic Studies, 7(11), 1335–1350. https://doi.org/10.30564/fls.v7i11.9295

Issue

Vol. 7 , Iss. 11 (November 2025)

Article Type

Article

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Copyright © 2025 Raquel Casanovas-López, Ana Reyes Palos Cros, Merche Barberán Prades

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.