Language attitudes towards English in local and immigrant students in Catalonia: analysis of the joint effect of language competence and region of origin

2021 ◽  
pp. 1-16
Author(s):  
Alberto Fernández-Costales ◽  
Cecilio Lapresta-Rey ◽  
Ángel Huguet Canalís ◽  
Xosé Antón González-Riaño
Keyword(s):  
Immigrant Students ◽  
Language Attitudes ◽  
Joint Effect ◽  
Region Of Origin ◽  
Language Competence

Methodology in Accent Perception Studies: A Review

2019 ◽  
Author(s):  
Roshni Raheja ◽  
Keyword(s):  
Social Identity Theory ◽  
Language Attitudes ◽  
Research Literature ◽  
Future Research ◽  
Social Perceptions ◽  
Prototype Theory ◽  
Region Of Origin ◽  
Ethnolinguistic Identity ◽  
Economic Background ◽  
Accent Perception

Research in the field of Language Attitudes and Social Perceptions have proven associations between a speaker’s accent, and listener’s perceptions of various aspects of their identity – intelligence, socio-economic background, race, region of origin, friendliness, etc. This paper seeks to critically analyze the methodology and theories in the field of accent perception through a review of existing research literature across various disciplines that have studied it. After reviewing Social Identity Theory, Prototype theory, and theories regarding Ethnolinguistic identity, it points out various knowledge gaps and limitations of methodologies previously used. It then studies the implications for future research, in various domains, proposing a new theoretical paradigm using mixed methods studies.

Multilingualism and Language Attitudes: Local Versus Immigrant Students' Perceptions

2008 ◽  
Vol 17 (4) ◽  
pp. 326 ◽  
Author(s):  
Amaia Ibarraran ◽  
David Lasagabaster ◽  
Juan Manuel Sierra
Keyword(s):  
Immigrant Students ◽  
Language Attitudes

scholarly journals ACTITUDES LINGÜÍSTICAS Y COMPETENCIAS LINGÜÍSTICAS. UN ANÁLISIS DE SU INCIDENCIA EN LOS ESCOLARES DE CATALUÑA

2017 ◽  
Vol 7 (1) ◽  
pp. 379
Author(s):  
Clara Sansó ◽  
Simona Popa ◽  
José Luis Navarro
Keyword(s):  
Education System ◽  
Immigrant Students ◽  
Language Attitudes ◽  
Negative Relationship ◽  
Negative Association ◽  
Linguistic Knowledge ◽  
Equal Opportunities ◽  
Autonomous Communities ◽  
El Sistema ◽  
Migratory Movements

Abstract.LANGUAGE ATTITUDES AND LANGUAGE COMPETENCES. AN ANALYSIS OF THEIR EFFECT ON STUDENTS IN CATALONIAThe migratory movements which occurred in the last decade placed Catalonia among the Spanish Autonomous Communities with the highest number of immigrant population, fact that had a significant impact on the education system. The studies conducted so far on this phenomenon highlight the little, or lack of, knowledge of the languages ??of the schools with which the immigrant students incorporate. Consequently, this reveals one of the current challenges of the education system: to promote equal opportunities for autochthonous and immigrant students. An equity in which linguistic knowledge is a key element, but no less important, are the language attitudes that those students have toward the main vehicular languages ??of the school. In this sense, our study aims to analyze the influence of Catalan and Castilian competences on language attitudes and if these relationships are conditioned by the origin of the participants. Our sample consisted of 673 autochthonous and 500 immigrants students enrolled in 10 center of Compulsory Secondary Education in Catalonia. Overall, the results reveal a positive relationship between language competences and language attitudes. However, in the case of autochthonous students a negative relationship between Catalan competences and attitudes toward Castilian was noticed, as a result of the negative association between attitudes toward Castilian and attitudes toward Catalan. Consequently, these results suggest the need to integrate language attitudes in the development of educational policies due to the effect they have on the construction of linguistic knowledge and vice versa.Keywords: Language competences, language attitudes, immigration, origin, Catalonia.Resumen.Los movimientos migratorios acontecidos en la última década sitúan a Cataluña a la cabeza de las comunidades autónomas españolas en cuanto a acogida de población inmigrante, hecho que ha repercutido de manera significativa en el sistema educativo. Las investigaciones desarrolladas hasta el momento sobre este fenómeno destacan el escaso o nulo conocimiento de las lenguas de la escuela con las que se incorpora este colectivo, lo que ha evidenciado uno de los principales retos en el sistema educativo: potenciar la igualdad de oportunidades entre el alumnado autóctono e inmigrante. Una equidad en la que, si el conocimiento lingüístico parte como elemento fundamental, no menos importantes son las actitudes lingüísticas que tiene dicho alumnado hacia las principales lenguas vehiculares de la escuela. En este sentido, nuestro trabajo tiene como principal objetivo analizar si las competencias lingüísticas catalana y castellana influyen en las actitudes lingüísticas y si, además, estas relaciones están condicionadas por el origen de los sujetos. Para ello contamos con 673 estudiantes autóctonos y 500 inmigrantes, matriculados en 10 institutos de Educación Secundaria Obligatoria de Cataluña. A nivel general, los resultados determinan una relación positiva entre competencias y actitudes lingüísticas. En todo caso, cabría destacar la relación negativa entre la competencia lingüística catalana y las actitudes hacia el castellano, que establece el alumnado autóctono, como consecuencia de la asociación negativa entre las actitudes hacia el castellano y las actitudes hacia el catalán. Consecuentemente, dichos resultados sugieren la necesidad de integrar las actitudes lingüísticas en el desarrollo de políticas educativas, por la influencia que éstas tienen en la construcción del conocimiento lingüístico y viceversa.Palabras Clave: Competencias lingüísticas, actitudes lingüísticas, inmigración, origen, Cataluña

Emotion Identification From Facial Expressions in Children Adopted Internationally

2014 ◽  
Vol 23 (4) ◽  
pp. 641-654 ◽  
Author(s):  
Deborah A. Hwa-Froelich ◽  
Hisako Matsuo ◽  
Jenna C. Becker
Keyword(s):  
Social Interactions ◽  
Facial Expressions ◽  
English Language ◽  
Institutional Care ◽  
Language Performance ◽  
Region Of Origin ◽  
Emotion Identification ◽  
Language Competence ◽  
Predictive Variables ◽  
Culturally Different

Purpose Children adopted internationally who are exposed to institutional care receive less social interaction than children reared in families. These children spend their preadoptive life with individuals from their birth country and are adopted into families who may look and interact differently. The presumed patterns of limited social stimulation and transition from ethnically similar to ethnically and culturally different social interactions may affect these children's ability to accurately identify emotions from facial expressions. Method Thirty-five 4-year-old children adopted from Asia and Eastern Europe by U.S. families were compared with 33 nonadopted peers on the Diagnostic Analysis of Nonverbal Accuracy, Version 2 (DANVA2) Faces subtests. Correlation and regression analyses were completed with preadoption (adoption age, foster care exposure), postadoption environment (postadoption care duration, number of siblings, socioeconomic status), and individual (chronological age, gender, language competence) variables to determine related and predictive variables. Results The nonadopted group demonstrated better emotion identification than children internationally adopted, but no region-of-origin differences were found. English language performance was correlated with and predicted 20% of the variance in emotion identification of facial expressions on the DANVA2. Conclusion Children adopted internationally who have stronger language ability tend to be more accurate in identifying emotions from facial expressions.

scholarly journals UN ESTUDIO DE LAS ACTITUDES LINGÜÍSTICAS EN LOS ESCOLARES DE CATALUÑA

2017 ◽  
Vol 7 (1) ◽  
pp. 353
Author(s):  
Judit Janés ◽  
Adelina Lanos ◽  
Carmen Poalelungi ◽  
Xosé-Antón González-Riaño
Keyword(s):  
Secondary Education ◽  
Language Acquisition ◽  
Immigrant Students ◽  
Language Attitudes ◽  
Lingua Franca ◽  
Clear Preference ◽  
Positive Attitudes ◽  
Official Languages

Abstract.A STUDY ON THE LANGUAGE ATTITUDES OF THE STUDENTS IN CATALONIAThis study arises from the need to encourage positive attitudes toward the languages spoken in Catalonia among immigrant students, in order to promote their integration and language acquisition. Consequently, we analyzed the language attitudes toward Catalan, Castilian and English of 673 autochthonous and 500 immigrant students enrolled in 10 centers of Compulsory Secondary Education (CSE) in Catalonia. The results show that both groups manifested significantly different attitudinal patterns. These differences probably reflect the various meanings and representations granted to the official languages ??of the territory by the autochthonous and immigrant students. Catalan was highly valued by the autochthonous group, which showed more favorable attitudes toward this language than toward all others, and also attitudes more favorable than those of the immigrant students. Moreover, immigrant students showed a clear preference for Castilian. Furthermore, attitudes towards English were also positive, possibly reflecting its role as an international lingua franca. Consequently, these results suggest that the particularities of the immigrant students should be taken into consideration when planning and implementing linguistic and educational measures.Keywords: language attitudes, immigration, origin, CataloniaResumen.El presente estudio surge de la necesidad de fomentar actitudes positivas hacia las lenguas habladas en Cataluña por parte de los estudiantes inmigrantes, con la finalidad de promover su integración y la adquisición del lenguaje. En este sentido, hemos analizado las actitudes hacia el catalán, castellano e inglés de 673 estudiantes autóctonos y 500 de origen inmigrante matriculados en 10 Institutos de Educación Secundaria Obligatoria (ESO) en Cataluña. Los resultados muestran que los dos grupos manifiestan patrones actitudinales significativamente distintos. Dichas diferencias, probablemente, reflejan los diversos significados y representaciones concedidos a las lenguas oficiales del territorio por parte del alumnado autóctono e inmigrante. El catalán fue altamente valorado por el colectivo autóctono, cuyas actitudes hacia dicha lengua fueron más favorables que hacia las demás, así como más positivas que las de los alumnos inmigrantes. Por otra parte, los alumnos inmigrantes mostraron una preferencia clara hacia el castellano. Asimismo, las actitudes hacia el inglés también fueron positivas, posiblemente reflejando su papel como lengua franca internacional. Consecuentemente, dichos resultados sugieren que las particularidades del alumnado inmigrante deberían ser consideradas en la planificación e implementación de medidas lingüísticas y educativas.Palabras Clave: actitudes lingüísticas, inmigración, origen, Cataluña

scholarly journals INMIGRACIÓN Y ESCUELA EN CONTEXTOS PLURILINGÜES. EL CASO DE CATALUÑA Y ANDORRA

2017 ◽  
Vol 7 (1) ◽  
pp. 393
Author(s):  
Ángel Huguet ◽  
Clara Sansó ◽  
Txema Días-Torrent ◽  
José Luis Navarro
Keyword(s):  
Language Learning ◽  
Immigrant Students ◽  
Language Attitudes ◽  
Educational Systems ◽  
Official Language ◽  
Social Changes ◽  
Language Of Instruction ◽  
The Social ◽  
The Government ◽  
Migratory Movements

Abstract.IMMIGRATION AND SCHOOL IN MULTILINGUAL CONTEXTS. THE CASE OF CATALONIA AND ANDORRAThe social changes in recent years have particularly affected Catalonia and Andorra. Both contexts, despite sharing the same interest in consolidating Catalan, manage differently the role of this language at education and institutional levels. Whereas in Catalonia, Catalan shares official status with Castilian, Andorra is the only country in the world where it is the official language. Anyway, both the geographical proximity to Spain and France, and the continuous migratory movements have led to the present reality in which this language coexists with Castilian, French and Portuguese. Specifically, official data from the Government of Andorra reveals that more than half of the population is of foreign origin, figures which correlate with the number of immigrant students. Similarly, Catalonia is the Spanish Autonomous Community with the highest number of immigrants, a fact that is highly reflected linguistically and culturally in schools, just as in the case of Andorra. These two territories also share the peculiarity of relying on education systems where besides Catalan, other vehicular languages ??are present. In this sense, while Catalonia promotes the bilingual education Catalan-Castilian, there are schools in Andorra which belong to three different educational systems: French, Spanish and Andorran, where the main language of instruction is the corresponding official language of each country. Within this background frame, to the extent to which students’ language attitudes are significant for language learning and self-identifications, this communication contextualized the social and educational realities of Catalonia and Andorra, two contexts where various studies focused on the analysis of the language attitudes of native and immigrant students were developed.Keywords: Immigration, plurilingualism, Catalonia, Andorra, bilingual education.Resumen.Los cambios sociales acontecidos en los últimos años han afectado de manera singular a Cataluña y Andorra. Ambos contextos, a pesar de compartir el mismo interés por consolidar la lengua catalana, gestionan de manera diferente el papel de dicha lengua a nivel educativo e institucional. Mientras que en Cataluña el catalán comparte cooficialidad con el castellano, el Principado de Andorra es el único país del mundo donde es la lengua oficial. En todo caso, la proximidad geográfica con España y Francia, junto con los continuos movimientos migratorios, ha llevado a dicha lengua a convivir con el castellano, el francés y el portugués. Concretamente, los datos oficiales del Govern d’Andorra determinan que más de la mitad de la población es de origen extranjero, cifras que se correlacionan, aproximadamente, con un el número de escolares inmigrantes. Por su parte, Cataluña es las Comunidad Autónoma española con el mayor número de extranjeros de toda España, peculiaridad que, tal y como sucede en el caso andorrano, se refleja lingüística y culturalmente en las escuelas de manera destacada. Dos territorios que, además, tienen la singularidad de ampararse en unos sistemas educativos donde además del catalán coexisten otras lenguas vehiculares. En este sentido, mientras que Cataluña fomenta la educación bilingüe catalán-castellano, en Andorra existen escuelas pertenecientes a tres sistemas educativos diferentes: el francés, el español y el andorrano, donde en cada uno de ellos la principal lengua de instrucción es la correspondiente a la oficial de cada país. Con este marco de fondo, en la medida en que las actitudes lingüísticas de los escolares son significativas en relación al aprendizaje lingüístico y las autoidentificaciones, la presente comunicación contextualiza las realidades sociales y educativas de Cataluña y Andorra, dos contextos donde se han desarrollado diversas investigaciones centradas en el análisis de las actitudes lingüísticas del alumnado autóctono e inmigrante.Palabras Clave: Inmigración, plurilingüismo, Cataluña, Principado de Andorra, Educación bilingüe.

A description of language attitudes and achievements of Russian immigrant students at Haifa university

1995 ◽  
Vol 8 (2) ◽  
pp. 211-230
Author(s):  
Marsha Bensoussan ◽  
Isabelle Kreindler ◽  
Eleanor Avinor
Keyword(s):  
Immigrant Students ◽  
Language Attitudes
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