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<p>Increasing migration has reshaped Spanish schools into complex, multilingual, and multicultural environments, challenging traditional models of educational inclusion. In Andalusia, temporary language adaptation classrooms (ATAL) were introduced to support migrant pupils’ linguistic acquisition and school integration; however, their role in inclusive education remains controversial. This study examines how ATAL classrooms operate in practice and the extent to which they contribute to or hinder inclusivity. A qualitative exploratory design was adopted based on five focus groups with 34 education professionals (teachers, counsellors, and school leaders). Data were analysed using inductive thematic analysis to capture participants’ perspectives on policy implementation and everyday practices. The findings reveal a tension between inclusive policy discourse and school-level practices. While ATAL teachers display strong vocational commitment and an intercultural orientation, the model is constrained by insufficient training, high staff turnover, weak coordination across teaching roles, and limited institutional support. These conditions contribute to practices that separate pupils from mainstream classrooms, leading participants to characterise ATAL as a form of ‘pseudo-inclusion’ that prioritises rapid linguistic adaptation over meaningful participation in the classroom. The study calls for a redefinition of the ATAL model toward more integrated, collaborative, and intercultural approaches, emphasising whole-school responsibility, strengthened teacher preparation, and greater alignment between policy frameworks and educational practices.</p>

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‘You can have your culture, but apart’: between the theory and the reality of the temporary language adaptation classrooms

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月25日

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  • Ángela Martín-Gutiérrez,
  • Elena Guichot-Muñoz,
  • Olga Moreno-Fernández,
  • José González-Monteagudo

摘要

Increasing migration has reshaped Spanish schools into complex, multilingual, and multicultural environments, challenging traditional models of educational inclusion. In Andalusia, temporary language adaptation classrooms (ATAL) were introduced to support migrant pupils’ linguistic acquisition and school integration; however, their role in inclusive education remains controversial. This study examines how ATAL classrooms operate in practice and the extent to which they contribute to or hinder inclusivity. A qualitative exploratory design was adopted based on five focus groups with 34 education professionals (teachers, counsellors, and school leaders). Data were analysed using inductive thematic analysis to capture participants’ perspectives on policy implementation and everyday practices. The findings reveal a tension between inclusive policy discourse and school-level practices. While ATAL teachers display strong vocational commitment and an intercultural orientation, the model is constrained by insufficient training, high staff turnover, weak coordination across teaching roles, and limited institutional support. These conditions contribute to practices that separate pupils from mainstream classrooms, leading participants to characterise ATAL as a form of ‘pseudo-inclusion’ that prioritises rapid linguistic adaptation over meaningful participation in the classroom. The study calls for a redefinition of the ATAL model toward more integrated, collaborative, and intercultural approaches, emphasising whole-school responsibility, strengthened teacher preparation, and greater alignment between policy frameworks and educational practices.