Linguistic communication competence as a systemic strategy for inclusive and egalitarian education. A case study

Abstract

Linguistic competence, from its transversal and transdisciplinary nature, acquires a referential value so that any student can access and share the contents of other subjects, i.e., knowledge. The administrations have implemented plans and actions to promote this competence and, in the case of Andalusia, an educational innovation program called Language Project  was created. The research paradigm follows an interpretative qualitative model, focused on a case study that aims to describe the process of implementing a school language project as a strategy for transforming and improving learning outcomes, coexistence and the perception of the school in the educational community, in order to propose possible lines of research to adapt it to other educational contexts. For this purpose, the study was located in a compensatory education center with a deficit on the part of the students in relation to linguistic competence and its consequences in the failure and dropout rates. The phases of its development were designed in 5 moments: reflection, research, design of a draft, actions from an interdisciplinary perspective and an evaluation. The results offered a clear transformation in the vision of the center on the part of the participating agents and a new reality of access to higher education based on self-confidence.