Spanish language teaching, functional diversity, and inclusion. A systematic review

VOL. 3 (2024) ISSN 2952-2013 pp. 76-93 https://doi.org/10.33776/linguodidactica.v3.8207 Spanish language teaching, functional diversity, and inclusion. A systematic review Enseñanza del español, diversidad funcional e inclusión. Una revisión sistemática Eman Mhanna Universidad de Sevilla Malak Mhanna Universidad de Almería Resumen: Conceptos como el de inclusión o el de diversidad funcional han brotado de forma notable en las distintas investigaciones abordadas desde la perspectiva de la educación obligatoria o de otro tipo de educación más canónica, como la enseñanza universitaria, por ejemplo. No obstante, estas aproximaciones no parecen adquirir la misma relevancia en el ámbito específico de la enseñanza de lenguas extranjeras. De este modo, nos proponemos conocer el estado de la cuestión particular en torno a la atención a la diversidad funcional en la enseñanza del español como lengua extranjera. Para ello, nos proponemos realizar una revisión sistemática en las principales bases de datos científicas, tarea que emprenderemos a partir de las directrices de la declaración PRISMA de 2020. Una de las principales dificultades de este estudio, contempladas incluso previamente a la realización de las distintas consultas, es la posibilidad de solapamiento entre este objeto de estudio y otros afines, como los relacionados con los problemas del desarrollo en la infancia o las dificultades derivadas del bilingüismo en las escuelas. Palabras claves: Español como lengua extranjera; diversidad funcional; discapacidad; trastornos del lenguaje. Fecha de aceptación: 28 de abril de 2024 Abstract: Concepts such as inclusion or functional diversity have emerged in a notable way in the various research studies approached from the perspective of compulsory education or other more canonical types of education, such as university education, for example. However, these approaches do not seem to acquire the same relevance in the specific field of foreign language teaching. In this way, we propose to find out the state of the art regarding the attention to functional diversity in the teaching of Spanish as a foreign language. To this end, we propose to carry out a systematic review of the main scientific databases, a task which we will undertake based on the guidelines of the PRISMA 2020 Declaration. One of the main difficulties of this study, even contemplated prior to carrying out the various consultations, is the probability of overlap between this object of study and other related ones, such as those related to childhood developmental problems or difficulties arising from bilingualism. Keywords: Spanish as a foreign language; functional diversity; disability; language disorders. Fecha de recepción: 02 de febrero de 2024 Spanish language teaching, functional diversity, and inclusion. A systematic review Enseñanza del español, diversidad funcional e inclusión. Una revisión sistemática Eman Mhanna Universidad de Sevilla Malak Mhanna Universidad de Almería Contacto: [email protected] https://doi.org/10.33776/linguodidactica.v3.8207 [ 78 ] Attention to diversity in the educational field, or what is known as inclusive teaching, is debated between the academic and the legislative aspect, in the sense that the laws stipulate equality that goes from the access to education itself to its effective development in order to guarantee a learning process under equal conditions for every student. This implies that legislation, as well as the specific programs of public and private educational institutions and entities, must reserve space for inclusion and feasible methods so that it can be put into practice. To this end, research plays a key role in discerning between satisfactory approaches and those which are simply designed to minimally comply with the requirements that must be fulfilled. As happens in other contexts, it is common to find approaches made from the perspective of the dominant groups (here, we would talk about political and educational macro actors), but the truly constructive approach is the one that considers the perspective of the affected people themselves, as reflected in the study by Moriña and Cotán (2017), for example. What is more, some scholars speak explicitly of education as the “expression of social views” or even as a “social antidote par excellence” (Pàllares & Cabrero, 2018, pp.6-7). With a simple search in any database, we will notice that the interest in inclusion in canonical education, whether at compulsory levels or in higher education, it overlaps with specific education, such as the teaching of foreign languages. Parra (2010: p. 75) points out that, since the implementation of compulsory elementary schooling in 1917, different needs began to be detected among the students, which led to the creation of what later became known as special classrooms. This proposal to create special classrooms has sometimes been replaced by the idea of a universal design, a term coined by Ronald L. Mace at the end of the 80s, to contemplate, in its essential approach, all recipients without the need to make subsequent adaptations (Fernández, 2018: p. 253). From one orientation or another, it seems clear that concern for this type of teaching occupies a more prominent place from a scientific point of view. Sometimes, proposals related to functional diversity and inclusion, in any of the aforementioned areas, are framed in other broader studies on equality (Muntaner, 2000; Fernández, 2000; Parra, 2011 or Medina García, 2017, among others). Therefore, in this work we propose to investigate the specific state of the issue of inclusion in the specific field of language teaching and, more specifically, what affects the teaching of Spanish as a foreign language. If, by its design, the teaching/learning process presents great difficulties for students with disabilities or who are affected by any of the conditions categorized in the large group of functional diversity (whether related or not to language), we believe that greater attention must be paid to the acquisition of the codes of a foreign language, especially if the student does not have a direct contact with it and with the culture it represents. This work must emanate, mainly, from scientific studies developed in the field of education. Hence, the purpose of this work is to know the situation of this type of research, for which we look, firstly, at the existing bibliography regarding the teaching of Spanish as a foreign language and, secondly, we contrast the results of this search with those of foreign language teaching in general. Finally, regarding the structure of the work, after this introductory section we offer some methodological considerations, in which we follow the guidelines of the 2020 PRISMA declaration. Once the method has been defined, we proceed to present the results of the systematic search carried out, which we discuss in that same third section. And, finally, we close with a decalogue as a conclusion. 1. Introduction https://doi.org/10.33776/linguodidactica.v3.8207 [ 79 ] Given that the main objective of this study is to know the state of the art regarding the contemplation of the different aspects related to functional diversity in the teaching of Spanish as a foreign language, we are convinced that systematic, transparent and, above all, replicable ways of proceeding, such as the PRISMA method, are the ones that best fit this purpose. Therefore, methodological considerations must be described meticulously, as we will proceed below. Each of the subsections that we are going to break down below correspond to one of the points indicated in the PRISMA 2020 statement (Page et al., 2020). Before undertaking the task of searching and examining publications related to our object of study, we have delimited their eligibility according to the following inclusion and exclusion criteria: A) For the topic, works related to attention to functional diversity in the teaching of Spanish as a foreign language were included, including both those that address different types of disabilities and those that deal with disorders that affect language (aphasia, dyslexia, among others). Taking into account that these issues of teaching/learning of foreign languages overlap, at times, with other areas of education, such as the design of teaching programs for teaching the mother tongue in the primary stage, mainly, or even, the particular development of bilingual students or those who are schooled in bilingual environments. To avoid this crossover, publications related to these last two areas have been excluded from the study. B) Regarding the type of document, all those that have a scientific nature and are compiled in an indexed journal (articles), book (monographs or chapters) or digital repository (conference proceedings, doctoral theses or any of the previous subgenres) have been included. Therefore, those productions that are not scientific or purely academic in nature, such as informative articles, for example, are excluded. C) For the area of knowledge, what matters to us, in this case, is the purpose of the study. If this is oriented towards the teaching and learning of foreign languages, even if the affiliation of the authors or the publishing entity is not specifically education or the work was carried out within the framework of a multidisciplinary team, they will be considered valid. However, all studies that, developed outside of that field, do not have educational objectives will be excluded. Some of the advanced search tools in the databases allow us to narrow down the topic, so, when possible, we have used this filter. D) Regarding language, we have taken into account two perspectives: on the one hand, the language under study and, on the other, the language used to write it. For the first one, we have included exclusively works that address the teaching of Spanish, so we have excluded those that are dedicated to the analysis of that same topic applied to other languages and in which Spanish is not mentioned. However, we have not determined any filter that would restrict the language of publication of the works, as long as the previous criterion was met. E) No restriction has been established regarding the period of publication of the studies, but this has been subject to what was offered by the global results of the searches, according to the particular registry of each platform. F) Finally, regarding availability, the only results that we have been excluded were those which were not in open access, did not have a summary either, as itis the case of citations. 2. The method 2.1. Eligibility criteria https://doi.org/10.33776/linguodidactica.v3.8207 [ 80 ] For the selection of the databases, taking into account that the two authors have links with the University of Almería and that with institutional credentials both can consult the same databases, including some that have restricted access, we have taken as a starting point the Indaga search engine, which has numerous databases classified into eight categories (1. agriculture and environment, 2. science and technology, 3. health sciences, 4. social sciences and humanities, 5. law, 6. economics and business, 7. multidisciplinary and 8. psychology). As expected, some repositories are repeated in different categories and, for this reason, we have opted for the category called “multidisciplinary”, since it contains the most solid databases in the academic field and, in addition, they collect numerous studies of all other specialized categories. In the following table, we list all the databases included in this category. Table 1. Sources of information Category databases multidisciplinary (1) AENORmás: Normas al día, (2) Autoridades de la Biblioteca Nacional, (3) BASE, (4) Bibliografía Nacional Española, (5) Cambridge Journals Online, (6) Centro de Estudios Andaluces: Publicaciones, (7) CSIC, (8) Dialnet, (9) Directory of Open Acess Journals, (10) Ebook Central Academic Complete, (11) EBSCO Open Dissertations, (12) EBSCO [Platform], (13) elibro.net, (14) Emerald Journals, (15) Essential Science Indicators, (16) INGEeBOOK Streaming Book Store, (17) Instituto de Estadística y Cartografía de Andalucía, (18) ISBN: books published in Spain since 1972 (Ministry of Culture), (19) ISSN Portal, (20) Journal Citation Reports, (21) Library, Information Science and Technology Abstracts, (22) Monografías oficiales de la Colección Administración Electrónica, (23) MyNews Hemeroteca, (24) Odilo Préstam-e [Platform], (25) Open Grey: System for Information on Grey Literature in Europe, (26) OpenAIRE: Open Access Infrastructure for Research in Europe, (27) O’Really for Higher Education, (28) Oxford Journals Collection, (29) Oxford reference online premium, (30) Portal de Revistas de la Universidad de Almería (Proquest acceso UAL), (31) Proquest Dissertation & Theses Global, (32) Proquest [Platform], (33) REBIUN, (34) Recolecta, (35) REDIB: Red Iberoamericana de Innovación y Conocimiento Científico, (36) ROAD: Directory of Open Access Scholarly Resources, (37) Sage Premier, (38) SciELO Citation Index, (39) CsiELO: Scientific Electronic Library Online, (40) ScienceDirect e-books, (41) ScienceDirect Journals, (42) SciVal, (43) Scopus, (44) The Serials Directory, (45) Síntesis Editorial, (46) Sistema de Información multiterritorial de Andalucía, (47) Taylor & Francis eBooks Open Access, (48) Taylor & Francis Open Access, (49) TDR: Tesis Doctorales en Red, (50) TESEO, (51) Ulrichweb: global serials directory, (52) Unebook, (53) UNTERM: United Nations Multilingual Terminology Database, (54) Web of Science, y (55) Wiley Online Library Open Access. Source: own elaboration As can be seen in the table above, not all databases included in these categories meet the eligibility criteria mentioned in section 2.1. For this reason, we have proceeded to discard those that collect studies linked to other formats, such as digital newspaper archives, dictionaries and reference works, records of authority and standards or statistical information, as well as those that deal with other areas of specialty that does not include education or social sciences, in general. In addition to these, we have had to discard the REDIB database, the Ibero-American Network of Innovation and Scientific Knowledge, because, as indicated on the main page of the platform’s website, “This website will not be updated or will provide any services from June 30, 2022” (https://www.redib.org/). We ourselves have tried to replicate the search methods determined in this study, but the system did not correctly filter results prior to that date. In this way, the following databases were discarded: 2.2. Information sources https://doi.org/10.33776/linguodidactica.v3.8207 [ 81 ] Table 2. Excluded databases Excluded databases (1) AENORmás: Normas al día, (2) Autoridades de la Biblioteca Nacional, (3) Bibliografía Nacional Española, (4) Directory of Open Acess Journals, (5) Essential Science Indicators, (6) INGEeBOOK Streaming Book Store, (7) Instituto de Estadística y Cartografía de Andalucía, (8) ISBN: books published in Spain since 1972 (Ministry of Culture), (9) Journal Citation Reports, (10) Library, Information Science and Technology Abstracts, (11) Monografías oficiales de la Colección Administración Electrónica, (12) MyNews Hemeroteca, (13) Odilo Préstam-e [Platform], (14) OpenAIRE: Open Access Infrastructure for Research in Europe, (15) O’Really for Higher Education, (16) Oxford Journals Collection, (17) Oxford reference online premium, (18) Portal de Revistas de la Universidad de Almería (Proquest acceso UAL), (19) Recolecta, (20) REDIB: Red Iberoamericana de Innovación y Conocimiento Científico, (21) ROAD: Directory of Open Access Scholarly Resources, (22) SciELO Citation Index, (23) CsiELO: Scientific Electronic Library Online, (24) SciVal, (25) Sistema de Información multiterritorial de Andalucía, (26) UNTERM: United Nations Multilingual Terminology Database, y (27) Wiley Online Library Open Access. Source: own elaboration Regarding the dates, several searches were carried out between January 10 and 24, 2024, as we will explain later. To carry out the query, the keywords have been entered teaching Spanish, Spanish, ELE, functional diversity, disability, and language disorders in the search engines of each of the databases, obeying the parameters illustrated in the following table: Table 3. Search terms Foreground Relationship type Second ending (1) Spanish teaching co-occurrences (AND) (A) functional diversity (B) disability (C) language disorders (2) ELE co-occurrence (AND) (A) functional diversity (B) disability (C) language disorders Source: own elaboration The main requirement reflected in the search engines of the previously mentioned databases is the one that has to do with the co-occurrence of the two terms in question. For databases that offered the option of advanced search, the choice that appeared by default has been maintained, which is all the results, for all items, except for the delimitation of the area of knowledge (education or social 2.3. Search strategy https://doi.org/10.33776/linguodidactica.v3.8207 [ 82 ] sciences, according to the available options and the extent of the results), in which they offered this possibility, and the citations, that is, studies without free access or availability of abstracts. To determine the other eligibility criteria of the studies, an individual reading of each of the results had to be made. The query has been carried out by the two authors of this work in two phases: first, one of the authors has carried out the complete query in the selected databases, in accordance with the criteria that we have previously described. And, secondly, based on these results, the other author has made a second query, following exactly the same steps, but in a different period (the first search was carried out on January 10, 2024, and this last verification took place two weeks later, on January 24 January 2024). There was no significant disagreement between one search and the other, so the results of the first were corroborated. In this regard, once the studies were selected, the two authors worked together to extract the data from each of them. The following categories were taken into account: (1) database, (2) search terms, (3) author, (4) title and (5) year. For this task, as we mentioned above, an individual reading of each document was done. Based on the parameters described in the second section, the data recovered was the following, which we broke down according to the co-occurrence shown in Table 3 and, at the end, we will present the total number of documents offered by each database, as well as the number of eligible documents according to the criteria mentioned in the methodology, in each database and, in the end, the global result in all the platforms analysed: Table 4. Summary of results of the specific search Name 1A 1B 1C 2A 2B 2C Total Eligible BASE 35 284 73 18 77 27 514 2 Cambridge Journals Online 0 0 0 0 0 0 00 Centro de Estudios Andaluces: Publicaciones 0 0 0 0 0 0 00 CSIC 0 0 0 8 163 15 186 0 Dialnet 125 139 16 34 30 3 347 3 Ebook Central Academic Complete 0 0 0 0 0 0 00 EBSCO Open Dissertations 0 0 0 0 0 0 00 EBSCO [Platform] 5 1 74 1 48 6 135 0 elibro.net 0 0 0 0 13 0 13 0 Emerald Journals 0 0 0 0 0 0 00 ISSN Portal 0 0 0 0 0 0 00 2.4. Selection process 2.5. Study extraction process 3. Results and discussion 3.1. The current state of the matter https://doi.org/10.33776/linguodidactica.v3.8207 [ 83 ] Name 1A 1B 1C 2A 2B 2C Total Eligible Open Grey: System for Information on Grey Literature in Europe 0 0 0 0 0 0 00 Proquest Dissertation & Theses Global 170 51 64 158 34 61 538 0 Proquest [Platform] 314 269 130 170 109 25 1017 0 REBIUN 18 74 16 3 9 1 121 1 Sage Premier 65 57 62 6 4 3 197 0 ScienceDirect e-books / journals 19 27 6 14 19 9 94 0 Scopus 0 0 0 0 1 0 10 The Serials Directory 0 0 0 0 0 0 00 Síntesis Editorial 0 0 0 0 0 0 00 Taylor & Francis eBooks 82 81 88 68 66 118 503 0 Taylor & Francis Open Access 81 55 52 12 5 3 208 0 TDR: Online Doctoral Theses 16 2 4 15 2 4 43 0 Theseus 0 0 0 0 1 0 10 Ulrichweb: global serials directory 0 0 99 0 0 0 99 0 Unebook 10 7 7 3 0 0 27 0 Web of Science 1 5 0 2 18 2 28 0 TOTAL COOCCURRENCE 941 1052 691 512 599 277 4072 6 Source: own elaboration The information that emerges from the previous table confirms that, although the absolute number of documents extracted from all the databases analysed is 4072, the truth is that those that meet the eligibility criteria, once the individual and manual review of each document has been carried out, there are only 6 and, furthermore, located only in three of the 27 databases consulted. So, we can confirm that the majority, the remaining 23, do not provide any results that comply with the purpose of this investigation. The three databases in which the valid documents were found are BASE (Bielefeld Academic Search Engine), Dialnet and REBIUN, although we must say that some documents were repeated in more than one of these. So, finally, they were able to say that we have only 4 valid documents, as shown in table 5. The patent imbalance between total documents for each descriptor and final number of eligible results in each database and, in general, is due, primarily, to the overlap of our object of study with that of other related topics, such as attention to diversity in language teaching in the stages of basic education or in bilingual teaching environments or a particular condition of family bilingualism, as we expected. https://doi.org/10.33776/linguodidactica.v3.8207 [ 84 ] Table 5. Description of eligible studies for specific search. Database Search terms Author Title Year BASE and REBIUN ELE y discapacidad Barrera García Creación de ELE accesible: un espacio virtual de asesoramiento a docentes de ELE sobre accesibilidad web y discapacidad visual 2009 Dialnet Enseñanza del español y discapacidad intelectual Domínguez Fernando La enseñanza del español a inmigrantes con discapacidad intelectual 2009 BASE and Dialnet Enseñanza del español y trastornos del lenguaje Reyes Morente Aplicación de técnicas de corrección e intervención logopédica para la enseñanza de la articulación del fonema vibrante múltiple /r/ a estudiantes anglófonos de ELE 2019 Dialnet Enseñanza del español y trastornos del lenguaje Grosso La enseñanza del español como lengua extranjera a estudiantes con Trastorno del Espectro Autista 2020 Source: own elaboration Given that the descriptors established to explore the state of the literature on the teaching of Spanish as a foreign language in the field of functional diversity have led us to a very modest number of studies, we wanted to expand the first search term with the intention to be able to corroborate that this is, in fact, the real state of our object of study, as well as to be able to equate it with the situation of the teaching of other languages. To do this, instead of the specification that delimited the Spanish language (Spanish teaching and ELE), we have expanded the first term to foreign language, maintaining the three categories of the second term: (A) functional diversity, (B) disability y (C) language disorders. The fruits of this new search are set out below: Table 6. Summary of general search results Name 3A Total 3A Eligible 3B Total 3B Eligible 3C Total 3C Eligible BASE 0 0 4 30 0 Cambridge Journals Online 56 0 56 0 77 0 Centro de Estudios Andaluces: Publicaciones 0 0 0 0 0 0 CSIC 0 0 0 0 0 0 Dialnet 4 344 24 22 Ebook Central Academic Complete 0 0 0 0 0 0 EBSCO Open Dissertations 0 0 0 0 0 0 EBSCO [Platform] 1 0 5 0 0 0 elibro.net 0 0 0 0 0 0 Emerald Journals 0 0 0 0 0 0 ISSN Portal 0 0 0 0 0 0 Open Grey: System for Information on Grey Literature in Europe 0 0 0 0 0 0 Proquest Dissertation & Theses Global 0 0 0 0 0 0 3.2. 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