{"id":12949,"date":"2026-06-15T20:54:48","date_gmt":"2026-06-15T18:54:48","guid":{"rendered":"https:\/\/serveiseducatius.xtec.cat\/selva1\/?p=12949"},"modified":"2026-06-15T20:54:48","modified_gmt":"2026-06-15T18:54:48","slug":"quan-lalumne-arriba-dues-vegades","status":"publish","type":"post","link":"https:\/\/serveiseducatius.xtec.cat\/selva1\/crp\/quan-lalumne-arriba-dues-vegades\/","title":{"rendered":"Quan l\u2019alumne arriba dues vegades"},"content":{"rendered":"

\"\"<\/a><\/p>\n

Un alumne arriba a mig curs. No coneix el catal\u00e0. Potser tampoc domina prou el castell\u00e0. Seu a l\u2019aula i no sempre respon quan se li parla. De vegades mira a terra. De vegades somriu sense haver ent\u00e8s res. De vegades repeteix una paraula que acaba de sentir, com si fos una corda. La fam\u00edlia explica que al pa\u00eds d\u2019origen ja li costava. Parlava poc, necessitava rutines, no sempre entenia qu\u00e8 li demanaven. Durant uns dies, a l\u2019escola, tot queda en suspens. Encara no sabem si no respon perqu\u00e8 no ent\u00e9n la llengua, perqu\u00e8 no ent\u00e9n la situaci\u00f3, perqu\u00e8 t\u00e9 por o perqu\u00e8 hi ha una necessitat educativa que ning\u00fa ha pogut mirar amb prou calma. Aquest alumne no arriba una vegada. N\u2019arriba dues.<\/p>\n

Arriba a una escola nova, a una llengua nova, a un sistema nou. I arriba, tamb\u00e9, amb una manera pr\u00f2pia d\u2019entendre el m\u00f3n. O de protegir-se\u2019n. O d\u2019entrar-hi m\u00e9s a poc a poc. L\u2019aterratge \u00e9s fr\u00e0gil i ple de silencis que es poden interpretar malament. \u00c9s aqu\u00ed, en aquest punt poc soroll\u00f3s i decisiu, on la immersi\u00f3 ling\u00fc\u00edstica i l\u2019escola inclusiva es juguen una part essencial de la seva credibilitat. La pregunta no \u00e9s si aquest alumne pot fer immersi\u00f3 ling\u00fc\u00edstica. La pregunta \u00e9s qu\u00e8 ha de canviar l\u2019escola perqu\u00e8 la llengua tamb\u00e9 sigui una porta per a ell.<\/p>\n

La immersi\u00f3 ling\u00fc\u00edstica a Catalunya no hauria de ser llegida com una bandera ni com una trinxera. En una societat ling\u00fc\u00edsticament desigual, el catal\u00e0 a l\u2019escola \u00e9s una eina de cohesi\u00f3. Garanteix que l\u2019alumnat que no t\u00e9 aquesta llengua a casa hi pugui accedir de manera real. Sense escola, molts infants nom\u00e9s sentirien el catal\u00e0 de lluny: en una circular, en una conversa massa r\u00e0pida, en una vida p\u00fablica que no sempre els espera. Per\u00f2 una llengua no esdev\u00e9 comuna nom\u00e9s perqu\u00e8 apareix al curr\u00edculum. Esdev\u00e9 comuna quan permet entrar en relaci\u00f3. Quan deixa de ser nom\u00e9s all\u00f2 que s\u2019ha d\u2019aprendre i comen\u00e7a a ser all\u00f2 que ajuda a formar part del grup. En el cas d\u2019un alumne amb necessitats espec\u00edfiques de suport educatiu o amb necessitats educatives espec\u00edfiques, aquesta difer\u00e8ncia \u00e9s enorme. La llengua pot ser una mat\u00e8ria, s\u00ed, per\u00f2 abans \u00e9s una manera de demanar ajuda, d\u2019explicar un malestar, d\u2019entendre una norma, de jugar, de triar, de ser vist. La llengua \u00e9s poder dir: soc aqu\u00ed.<\/p>\n

La pregunta no \u00e9s si aquest alumne pot fer immersi\u00f3 ling\u00fc\u00edstica. La pregunta \u00e9s qu\u00e8 ha de canviar l\u2019escola perqu\u00e8 la llengua tamb\u00e9 sigui una porta per a ell.<\/p>\n

Per aix\u00f2 \u00e9s tan perillosa una idea que circula amb discreci\u00f3: pensar que l\u2019alumne amb necessitats espec\u00edfiques de suport educatiu necessita menys catal\u00e0. No. Necessita un acc\u00e9s millor al catal\u00e0. M\u00e9s visual, m\u00e9s funcional, m\u00e9s lligat a la vida ordin\u00e0ria de l\u2019escola. Rebaixar-li l\u2019horitz\u00f3 ling\u00fc\u00edstic pot semblar prudent. Fins i tot hum\u00e0. Per\u00f2 pot acabar sent una forma d\u2019exclusi\u00f3. Si l\u2019escola decideix massa aviat que aquell alumne \u201cno podr\u00e0\u201d, el condemna a mirar la vida comuna des d\u2019una mica m\u00e9s lluny. En aquests casos, l\u2019aula d\u2019acollida no pot treballar sola. L\u2019educaci\u00f3 especial tampoc. L\u2019alumne no arriba dividit per carpetes. Arriba sencer. Amb la seva hist\u00f2ria, la seva manera d\u2019aprendre, el seu cos, les seves pors i les seves possibilitats. Quan aquestes mirades no es troben, l\u2019alumne corre el risc de quedar enmig: llegit a estones com a nouvingut, a estones des de la discapacitat, per\u00f2 no sempre des de la complexitat sencera de la seva arribada.<\/p>\n

Per continuar llegint aquest article de “El diari de l’educaci\u00f3”, clica el seg\u00fcent enlla\u00e7<\/strong><\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

Un alumne arriba a mig curs. No coneix el catal\u00e0. Potser tampoc domina prou el castell\u00e0. Seu a l\u2019aula i no sempre respon quan se li parla. De vegades mira a terra. De vegades somriu sense haver ent\u00e8s res. De vegades repeteix una paraula que acaba de sentir, com si fos una corda. La fam\u00edlia […]<\/p>\n","protected":false},"author":1,"featured_media":12950,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[65,67,68,181],"tags":[],"class_list":["post-12949","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-crp","category-eap","category-elic","category-llengua"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/serveiseducatius.xtec.cat\/selva1\/wp-json\/wp\/v2\/posts\/12949","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/serveiseducatius.xtec.cat\/selva1\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/serveiseducatius.xtec.cat\/selva1\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/selva1\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/selva1\/wp-json\/wp\/v2\/comments?post=12949"}],"version-history":[{"count":1,"href":"https:\/\/serveiseducatius.xtec.cat\/selva1\/wp-json\/wp\/v2\/posts\/12949\/revisions"}],"predecessor-version":[{"id":12951,"href":"https:\/\/serveiseducatius.xtec.cat\/selva1\/wp-json\/wp\/v2\/posts\/12949\/revisions\/12951"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/selva1\/wp-json\/wp\/v2\/media\/12950"}],"wp:attachment":[{"href":"https:\/\/serveiseducatius.xtec.cat\/selva1\/wp-json\/wp\/v2\/media?parent=12949"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/selva1\/wp-json\/wp\/v2\/categories?post=12949"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/selva1\/wp-json\/wp\/v2\/tags?post=12949"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}