The teaching of Spanish as a second language to students enrolled in language-support classrooms

Abstract

This study focuses on the language-support classrooms in the Autonomous Communities of Andalusia and Madrid: Aulas Temporales de Adaptación Lingüística (Temporary Language Adaptation Classrooms) and Aulas de Enlace (Linking Classrooms), respectively. This is a bibliographical review concerning the operation and training of teachers for these classrooms. We present the regulations that govern their operation and reveal data on the degree of satisfaction with these classrooms disclosed by the students, the families and the teachers. One of the main conclusions indicates the high self-perception regarding the training of teachers for the teaching of Spanish as a second language.