La diversidad lingüística en el espacio escolar migrante

Abstract

This article is a product of the research involved in the Assessment of the Primary Education Program for Migrant Boys and Girls employed by the Department of Basic Normal Education for the schooling of the children of migrant farm workers at the place of work. It contains is a diagnosis of the problems that the monolingual Spanish-speaking teachers face with pupils who are bilingual or monolingual in any one of the indigenous languages. This article evaluates attitudes, work strategies and some of the articulations between bilingual issues and the teaching of literacy skills using questionnaires, interviews and class records. The research shows that teachers working with these children need to receive specialist training in bilingual processes.