Disparities in Bilingual/Plurilingual Education: Teacher Perspectives across Andalusian Rural and Urban Schools

This study explores teachers’ perceptions of bilingual/plurilingual education in Andalusia (Spain), paying particular attention to the differences between schools located in urban settings and rural areas. An exploratory quantitative design was followed collecting data from a survey that was distributed to different schools. The analysis of the survey revealed some statistically significant differences regarding having previously worked in rural bilingual/plurilingual school, the type of center where they work and their professional experience. Overall, the findings show generally positive attitudes toward bilingual/plurilingual education while highlighting contextual disparities between rural and urban schools, particularly in relation to resources, training, and classroom heterogeneity.