Could not download file: This paper is available to authorised users only.


D. Caballero Mariscal, M.B. García Fernández

University of Granada (SPAIN)
The central focus of this paper is the situation of bicultural children at school in Spain. Biculturalism is defined as behavioral competence and positive affect in two cultures. There are several perspectives about bicultural identity and its possibilities: immigrant children; second generation (offspring of immigrants); later generation ethnic children; and mixed-ethnic racial heritage. On the other hand, we must consider another important group, usually forgotten as far as biculturalism is concerned: deaf or hard of hearing population (with own language and in this regard, cultural system). Due to the important and growing diversity in Spanish schools, it is not possible to carry out a real bicultural education. But teachers should know, understand, and develop empathy and accurate strategies in intercultural education in order to procure a right integration. Biculturalism is an advantage. Sharing two cultures supposes a privileged instrument to understand and to value own identity. Besides, non-immigrant students can learn about different cultures. Ethnocentric and racist behaviors can be reduced with intercultural education.
As far as deaf children are concerned, we must affirm that bicultural education is completely necessary. But is must be bilateral deaf-listeners, because deaf or hard of hearing culture is often forgotten. It is completely necessary and awareness of them.
This paper will try to analyze situation, attitudes and intercultural strategies to get a successful integration and values education.