Session Information
Contribution
Description: The number of foreign students in our classrooms is increasing every year consequence of thearrival in Spain of a lot of immigrants, which nowadays is about four million and, among them,the Latin Americans are the most numerous. One of the challenges that nowadays Spanish teachersface to make sure these students are integrated in our society and as Delors say (1996:59) " Educationcan be a factor of cohesion if it tries to take into account the variety of individuals and of human groups and at the same time, avoids being a factor of exclusion social". The purpose of our research is to know how integrated foreign students feel in schools through analysis of factors which could have a positive effect on their integration. These factors are: the country of origin, the family background, the differences between the curriculum followed in Spain and the curriculum followed in their country of origin, the level of satisfaction the mid and long term, and their teachers' opinions about their integration. To this end, we set out as purposes to know: 1. The countries of origin of the foreign students, how long they have been living in Spain, and their family background.2. About their academic currículum: if they have repeated a year, the subjects which liked most and least and the subjects in wich they have got the best and the worst marks.3. The differences which they have found between the contents of the Spanish curriculum -subjects, activities, methodology and evaluation- and those of their countries of origin.4. Their level of satisfaction and their level of aspiration.5. What teachers think about of their integration
Methodology: This work is classified within the ex-post-factor investigation model and it is a study of kind exploratory nature carried out in a Secondary School in Seville, where 25 foreign students are studying, who represent 3,70% of its registration. We prepared and applied a questionnaire to students with 25 items grouped round the factors which may influence their integration. Another questionnaire with 10 items was applied to the teachers regarding three factors, which we have called social, academic and formative needs.
Conclusions: -92% of foreign students in the Secondary School in our research have come from Latin America. -Their stay in Spain is recent because the majority don't exceed two years and concerning the family background, almost all live with their families. The most of their parents are manual workers and housewives although 16% have degree. - As for curriculum, the majority study at Secondary School and their failure rate is higher than their Spanish counterpart. The subject that they like most is Natural Sciences and the subject that minor is Spanish Language because they have obtained their best and worst marks, respectively. -About of the differences that we have observed between the origin and the Spanish curriculum, the majority say that there are some differences between subjects, but there aren't any between methodology, activities and evaluation. -Their level of satisfaction with the school, their teachers and their classmates is very high according to92 % of the students. Also, their level of aspiration is high because 57,20% of the students would like toget a degree. -The answer of the teachers are de same as the students and they confirm their good integration and behaviour and they say don't need special training and the students don't need special attention. Finally we can say that the students who have taken part in the research have a high level of integration and the contextual, temporal, curricular and emotional-social agents can be considered key words define their integration.
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