García Carrión, RocíoVillardón Gallego, LourdesSantiago Garabieta, MaiteFacultad de Educación y Deporte, Programa de Doctorado en Educación por la Universidad de Deusto2024-10-252024-10-252022-07-15http://hdl.handle.net/20.500.14454/1604Classrooms and schools serving students with diverse cultural and linguistic backgrounds have become more prominent worldwide. Thus, teachers face the challenge of effectively addressing this diversity and need to identify efficient and inclusive approaches for such purposes. In this vein, Dialogic Literary Gatherings (DLG), a dialogue-based intervention, identified as Successful Educational Action, have created affordances for students with diverse backgrounds to engage in productive discussions about the greatest literary works, while using and engaging with the language of instruction. This is particularly important for L2 learning since students are encouraged to engage in dialogue, while increasing opportunities for participation in the discourse. Hence, student participation in dialogic learning environments contributes to the development of linguistic competence in second and foreign languages. Particularly, decades of research on DLGs reported a positive impact on the development of instrumental learning, as well as on social skills, in different educational contexts, and with diverse groups of students. However, the effect of DLG on L2 learning in compulsory secondary education has not been explored in depth. The aim of the thesis is to analyse the impact of the Dialogic Literary Gatherings on the learning, social use and attitudes towards Basque among secondary school students. Ultimately, the study aims to facilitate the inclusion of young learners, to promote the normalised use of Basque through the development of linguistic competence and to foster positive attitudes towards the language. For this purpose, three studies have been conducted. The first exploratory case study was carried out in a rural secondary school, in a classroom with a mixed group of learners. They include students whose language of instruction is their mother tongue, whereas for others it is their L2. Through the analysis of classroom observations and interviews, factors enabling the creation of opportunities for the participation of linguistically diverse learners in classrooms during DLGs were identified. The results show that participation in collaborative interactions in the L2 is encouraged during DLGs, promoting inclusion and learning for all participants. The second and third studies were carried out in an urban school with students whose first language was mainly Spanish, whereas the language of instruction was Basque (L2). The observations and individual and group interviews analysed showed the progress made and perceived by the pupils in oral communication skills, especially in cognitive and socio-emotional aspects. Furthermore, the information compiled in the interviews with teachers and students reveals that the DLGs improve attitudes towards Basque, through greater exposure to and use of the language. The results of the studies carried out show that DLGs have a positive effect on the learning of Basque (L2) through increasing participation, improving oral communication skills and attitudes. Widening spaces for exposure and participation, helpful interactions in a climate of respect and inclusiveness that take place during DLGs are relevant factors that contribute to these results. The research contributes to the improvement of education in general and language teaching in particular. Within the context in which the learning of Basque, the language of instruction and L2 for most students, has been carried out, it has facilitated their access to the curriculum and, therefore, their academic and social success.engLingüísticaLingüística aplicadaEnseñanza de lenguasTesis