Newly Arrived Students in Schools: addressing language diversity (170)

2023/09/15 - 2023/09/29
2024/01/09 - 2024/01/31
On - Line
Fasea Ordu Modalitatea Hastapen Final Ordutegia Asteko egunak
2 5 G - Txostena eta/edo memoria egitea 2024/01/09 2024/01/31
20 25 H - On Line 18:00-20:00 As-Og
Gorka Roman Etxebarrieta; Jurdana Martin Retegi
Izena emateko epean

In an increasingly interconnected world, educational institutions are becoming more diverse than ever, with students hailing from various cultural backgrounds and language proficiencies. As schools embrace this diversity, it becomes crucial to foster an inclusive and supportive learning environment for all students, regardless of their linguistic origins.

This course is designed to equip educators, administrators, and stakeholders with the knowledge, strategies, and tools necessary to address the unique challenges and opportunities posed by the arrival of students from diverse linguistic backgrounds. Our focus extends beyond the immediate linguistic barriers and delves into the broader issues of integration, community-building, and sustainable practices.

Ikasleen gaitasunak
  • Elkarrekin bizitzen ikastea
  • Hitzezko eta hitzik gabeko komunikazioa eta komunikazio digitala
  • Hizkuntza eta literatur komunikazioa
Irakaslearen gaitasunak
  • Aditua gelan ikasteko egoerak proposatzeko, aplikatzeko eta ebaluatzeko
  • Aditua gelan ikasteko prozesuak ikertzeko, berritzeko, garatzeko eta ebaluatzeko, praktikari buruzko hausnarketatik
  • Aditua proposamen didaktikoak ikasleen premia eta aniztasunera doitzeko eta egokitzeko, ikuspegi inklusibotik
  • Irakasleak orokorrean
Titulazio baldintzak: Ez dago baldintzarik
Titulazio baztertzailearen baldintzak Ez dago baldintzarik
Ikastaroaren egitaraua
By the end of the course, participants should acquire as well practical experience on how to develop a set of concrete targets, ideas and actions to support newly arrived migrant students in their schoolshould have an understanding of different pedagogical models of how newly arrived migrants can be integrated into teaching and school life. Participants should also have an understanding of important requirements and strategies to support students who do not understand or speak the main language of instruction.
Ikastaroaren edukia


What is culture?

What is language?

Biodiversity and the ecology of languages.


Today's world

Nations and natural resources.

Globalization, mobility and consequences.

Current migration data with the glasses of the EAC.


Legislation and migration policies.

Human rights.

The experiences of migrants


Norm and exception

Personality construction

Racism and homophobia.

Prejudices, stereotypes and social exclusion.

Gender roles

How to deal with conflicts.


The school's reception plan


Cultural Diversity Vs Interculturalism

School languages, their treatment


First meeting

Information to be received

Information to be provided

The importance of parental participation


Ulysses syndrome and grief

Affective filter




The attitude of the teacher and the student


Second Language Vs Foreign Language

Spanish and Basque teaching

Focus types

Skills and difficulties according to age

Myths and false beliefs


Didactic resources

Associations and institutions

Examples of good practices


The expository part of the course is divided into modules. Each course addresses a topic, and at the same time will provide basic knowledge for the following. The course is therefore designed to acquire knowledge progressively. For this purpose, the material will be unlocked gradually. There will also be an interactive part where the students can write to the teacher to clarify their doubts about the material given. However, the most interesting channel for communication is what the forum will offer. Through this forum, students will be able to share their doubts and feed each other by explaining their case studies and receiving each other's suggestions. Finally, students will also be offered access to additional content that is not part of the course, if they think it is appropriate for their case so that they can consult it.This methodology will help students to scaffold information to construct understanding.

The students are going to interpret a scientific article, complete some short readings and quizzes, do research about their school, and complete a final paper on their students.

Ebaluazioa eta eragina

The student will have a test every two or three modules. In this way, it is intended to prove that the reading has been done and to make sure that the reading has been helpful. Once the quiz is completed, the student will know his/her mistakes, and he/she will have time to learn from them.

The students will accumulate a grade based on the level of depth of the readings done; and, on the other hand, an assessment (quantitative and qualitative) based on the role they play in the forums and their contributions will be included for the final assessment. Finally, they will have to deliver the proposal they make in front of a case study.

By the end of this course, students will have a comprehensive understanding of climate change and its impact on the planet. They will have the knowledge and tools necessary to take action and make a positive impact on the environment. Moreover, they will develop critical thinking skills and will be able to analyze and evaluate information related to climate change. They will also have a deeper understanding of the interconnectedness of various global issues, such as sustainability, social justice, and environmental ethics.



The grade of each test


Participation in forums


Main job


In total, students must obtain more than 51% to get the certification. Tests and final work are mandatory.

The final work done by the students will have two versions: The first version will be the original and will be the one that will be taken into account for the evaluation; the second one will be a supervised version of the first one and it will be compiled for a publication. The compilation of all the work done will be done and made available to all students, in the future they will be able to use it in their schools or share it with their colleagues in this way. In this way, those taking the course will complete a collective creation.




ARNOLD, J., 2000, La dimensión afectiva en el aprendizaje de idiomas, Madrid.

AA.VV., 2005, Atención al alumnado inmigrante. Orientaciones y sugerencias, Madrid.

BESALU, X. y VILA, I., 2007, La buena educación. Libertad e igualdad en la escuela del siglo XXI, Madrid.

CONSEJO DE EUROPA, 2002, Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación, Ministerio de Educación, Cultura y Deporte, Madrid.

CABAÑAS MARTÍNEZ, M.J., 2008, La enseñanza de español a inmigrantes en contextos escolares, Málaga.

CENOZ, J., ETXAGUE, X. (Coord.), 2010, Inmigración y aprendizaje de lenguas en comunidades con dos lenguas oficiales (

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GARCÍA MATEOS, C., 2004, Experiencias y propuestas didácticas y metodológicas para la enseñanza de la L2 a personas inmigradas, Madrid.MARCOS, C., 2003, Español como segunda lengua (E/L2) para alumnos inmigrantes. Propuesta curricular para la escolarización obligatoria, Gobierno de Navarra.

GOIENECHEA, C.; GARCÍA, J.A.; JIMÉNEZ, R.A. (2019). Los dilemas de la atención educativa a los alumnos inmigrantes recién llegados. Revista de currículum y formación del profesorado, 15 (3).(pp. 171-179

MCLAUGHLIN, B., 2006, “Mitos y falsas creencias acerca del aprendizaje de una segunda lengua: lo que todo profesor debería olvidar”, Textos de Didáctica de la Lengua y la Literatura 41, 71-84.

MON, M. Á. C., Hernández, M. Á., Pañeda, P. C., & Martino, E. Á. (2005). La situación de los alumnos extranjeros vista por los maestros de primaria. Aula abierta, (86), 205-217.

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RUIZ BIKANDI, U. (ed.), 2000, Didáctica de la segunda lengua en educación infantil y primaria, Madrid.

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URANGA, B. (2011). Hizkuntza-ekologia. Ekologia biologia eta hizkuntza-ekologiaren arteko joan-etorriak. Bat: Soziolinguistika aldizkaria, (81), 25-50.

VILA, I., 1999, “Inmigración, educación y lengua propia”, en E. AJA FERNÁNDEZ et al., La inmigración extranjera en España: los retos educativos, Madrid, 145-65.

ZENBAIT AUTOTE (2010). Soziolinguistika eskuliburua. Soziolinguistika Klusterra.

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