Abstract

This study sought to explore the knowledge and ideologies about multilingualism and the degree of access and inclusion of immigrants in Chilean public schools based on information provided by teachers in training and in service of the Chilean educational system. To answer these questions, a survey was conducted among 103 teachers, the results of which were reported in two previous papers by Toledo et al. (2022a) and Toledo et al. (2022b), which we gather in this article, providing a complete overview of the findings. Among the findings we report a positive perception of multilingualism by both groups of teachers and the absence of guidelines and training for teachers to face interculturality and multilingual classrooms in the current Chilean educational system.