Language skills in future educators: keys to social inclusion and development in a multicultural environment

Abstract

This study addresses the growing importance of linguistic skills in the training of future educators, especially in multicultural contexts where social inclusion is fundamental. The purpose of this study was to investigate the relationship between linguistic skills and social inclusion among students of different genders and majors. Quantitative methods were employed, including surveys and statistical analyses, such as Student’s t-test and ANOVA, to evaluate linguistic skills and their correlation with aspects of social inclusion and development. The results revealed that women and students in Psychopedagogy showed significantly higher linguistic skills compared to their peers in Basic Education and Pedagogics of Domestic and Foreign Languages. Furthermore, a strong positive correlation was found between linguistic skills and social development (r = 0.65, p < 0.01), suggesting that as linguistic skills improve, so does the perception of social development. Our conclusions highlight the imperativeness of integrating the development of linguistic skills into educational programs to promote inclusion and social development, as well as the need for future research to explore effective strategies for strengthening these skills in diverse educational contexts.

Keywords:

Linguistic skills, Social inclusion, Social development, Future educators, Multicultural education, Pedagogy.