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.

scholarly journals What’s Language Got to do with it? An Exploration into the Learning Environment of Quebec’s Classes d’Accueil

2010 ◽  
Vol 39 (3) ◽  
Author(s):  
Gabrielle Breton-Carbonneau ◽  
Ailie Cleghorn
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Immigrant Students ◽  
Cultural Theory ◽  
Language Attitudes ◽  
Elementary Level ◽  
Official Language ◽  
Language Of Instruction ◽  
Inclusive Learning ◽  
Theory Of Language

This article stems from an on-going qualitative study of the ‘environment’ of Montreal’s elementary level welcome classes for new immigrant students (classes d’accueil), including teachers’ language attitudes and actual language practices in the classroom. Since the official language of instruction in Quebec is French, the classe d’accueil provides a unique setting for exploring many issues: how teachers look upon the linguistic and cultural diversity of their learners; how teachers negotiate their way between potentially opposing tensions-- to integrate newly arrived children into Quebec, and, to reinforce Quebec’s distinct cultural and linguistic status. By drawing on socio-cultural theory of language learning, this study explores the manner in which teachers might foster an inclusive learning environment in the classe d’accueil. Cet article est le résultat d’une étude qualitative en cours à l’école primaire qui analyse l’environnement des classes d’accueil pour nouveaux immigrants à Montréal. Elle analyse également les attitudes linguistiques et les pratiques langagières des professeurs dans la salle de classe. Comme la langue officielle de l’éducation au Québec est le français, ces classes d’accueil offrent un environnement unique pour explorer beaucoup de questions : comment les professeurs perçoivent-ils la diversité culturelle et linguistique de leurs apprenants, comment négocient-ils les tensions opposées, c’est-à dire comment font-ils pour intégrer des enfants qui viennent d’arriver au Québec en même temps que renforcer la particularité linguistique et culturelle de la province. Tout en se basant sur la théorie socio culturelle de l’apprentissage des langues, cette étude explore les différentes façons offertes aux professeurs qui encouragent la mise en place d’un environnement d’apprentissage inclusif en classe d’accueil.

Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

2021 ◽  
pp. 136216882199414
Author(s):  
Maite Santiago-Garabieta ◽  
Rocío García-Carrión ◽  
Harkaitz Zubiri-Esnaola ◽  
Garazi López de Aguileta
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Educational Systems ◽  
Language Of Instruction ◽  
Dialogic Teaching ◽  
Collaborative Interactions ◽  
Diverse Context

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

scholarly journals GREEN REVOLUTION AND SOCIAL CHANGE IN SUBAK SUSUAN, KARANGASEM, BALI

2017 ◽  
pp. 26
Author(s):  
I Wayan Tagel Eddy
Keyword(s):  
Social Change ◽  
Social Organization ◽  
Green Revolution ◽  
Social Changes ◽  
The Social ◽  
Rice Seeds ◽  
The Government ◽  
Depth Interviews

This study aims to determine the social changes in Subak Susuan Karangasem Bali as a result of the implementation of green revolution (revolusi hijau). The method used observation, in-depth interviews equipped with interview guides, recording devices, cameras and stationery. Sampling is done by purposive or direct appointment to a person who is considered to know and be directly involved in the event.The results show that the green revolution has digraded various types of local rice seeds and simultaneously marginalizes local wisdom resulting in social change. Agricultural homogeneity, which in turn has diminished farming culture, professional social organization such as sekaa numbeg, sekaa manyi, sekaa metekap began to decrease and patron client bond is getting worse. The government is advised to pay attention to the values ??of local wisdom that guides the life of farming in Subak Susuan.

Adaptation to Global-Warming-Triggered Water Disasters Measures Taken by Science Council of Japan

2009 ◽  
Vol 4 (1) ◽  
pp. 3-6
Author(s):  
Syunsuke Ikeda ◽  
◽  
Keyword(s):  
Climate Change ◽  
Paradigm Shift ◽  
Global Climate ◽  
Social Changes ◽  
Development Programs ◽  
Adaptation Measures ◽  
Mitigation And Adaptation ◽  
The Social ◽  
The Government

As pointed out by Assessment Report 4 of IPCC, global climate change will increase the magnitude and frequency of water-related disasters such as flooding, surge and drought. In addition to this the social changes such as population problems in Japan will aggravate the vulnerability to the disasters. Two concepts to cope with the water-related disasters triggered by climate change are adaptation and mitigation. Though abatement of GHG gas emissions has been eagerly argued, Japan should be more concerned with and take the initiative both for mitigation and adaptation. As adaptation measures for water-related disasters, 3 measures are proposed in this paper; building disaster-awareness societies, building physical/social structures, and adaptation R&D. In addition to them, it is necessary to bring reconstruction of the national land into medium- and long term views as paradigm shift. In this paper, the following recommendations are proposed for the adaptation: the Japanese government should be aware of the importance of adaptation and strongly promote adaptation to mitigate water-related disasters, and the government should also cooperate in establishing adaptation in sustaining development of Asian monsoon areas and development programs.

scholarly journals Understanding Land Use and Rural Development in the National Scheme of Village Relocation and Urbanization in China: A Case Study of Two Villages in Jiangsu Province

2018 ◽  
Vol 10 (9) ◽  
pp. 3227 ◽  
Author(s):  
Qidong Huang ◽  
Jiajun Xu ◽  
Hua Qin ◽  
Xinyu Gao
Keyword(s):  
Land Use ◽  
Large Scale ◽  
Policy Preference ◽  
Social Changes ◽  
Rural Land Use ◽  
Social Risks ◽  
The Social ◽  
Urbanization In China ◽  
The Government

Large-scale village relocation and urbanization, one of the most significant social changes in China, bring villages both development opportunities and social risks. The social risks mainly stem from the government’s strong position in land expropriation and policy preference for urban development. We observe the amalgamation of Anyang and Bomu Village in China and explore the specific role of land policies in the social change and restructuring of the two villages. We find that clan gentries challenge the government’s “absolute” authority over land and landless villagers start the trend of “de-urbanization.” Our research presents targeted policy recommendations in terms of weakening the role of the government in urbanization, strengthening dialogues between the government and clans and coordinating urban and rural land use.

scholarly journals The Social Change of Barru District Society Due to the Construction of the Makassar - Parepare Railway Line

2020 ◽  
Vol 9 (2) ◽  
pp. 10-19
Author(s):  
S Jailany Darwis ◽  
Eva Banowati ◽  
Fadly Husain
Keyword(s):  
Social Change ◽  
Qualitative Method ◽  
Descriptive Analysis ◽  
Social Changes ◽  
Railway Line ◽  
South Sulawesi ◽  
The Social ◽  
The Government ◽  
Data Collection Technique ◽  
Agent Of Change

Indonesia that continued to change over time will no doubt affect the aspects of life. Aspect that could provide sustenance was the need of transportation through the construction of the Makassar - Parepare railway line. The goal was to know the social changes and adaptation patterns of children when social changes occurred as a result of the construction of the Makassar-Parepare railway. This study used qualitative method with descriptive analysis. The informants of the study were; 1) PPK Railway Development of South Sulawesi, 2) Affected communities, 3) Head of BPD in Ajakkang village, and 4) Head of Polewali environment. The data collection technique of this study were interviews, observation, and documentation. The results is construction of the Makassar - Parepare railway led a social change that could be seen based on the process and time. The planned social change occurred because the government is the agent of change in the development. The unplanned social change occurred because of the flooding. The form of social change based on the time of revolution in development has led to conflict due to different interests. The adaptation of children to social changes in society tends to conformity adaptation rather than other forms of adaptation.

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

scholarly journals TRANSFORMASI SOSIAL PADA UPACARA RAMBU SOLO DIRAPAI DI RANTEPAO TORAJA UTARA

2017 ◽  
Vol 10 (1) ◽  
pp. 43
Author(s):  
Rahleda Rahleda
Keyword(s):  
Social Relations ◽  
Social Transformation ◽  
Power Relations ◽  
Power Relationship ◽  
Social Changes ◽  
Local Elite ◽  
Traditional Leaders ◽  
The Social ◽  
The Government ◽  
The Relationship

This study examines the shift rambu solo dirapai ceremony in conjunction with the social changes that occurred in the Toraja people. This study covers the forms of commodification is happening in the ceremony, interpendensi and social relations, as well as forms of figuration and habitus as a supporting component of a shift in the ceremony rambu solo dirapai. In this paper illustrates that ritual rambu solo dirapai shifting meanings and social values in society, first carried out in order to customary funeral procession of bodies of the nobility, now used as a means to obtain the existence in society and have also been used as a commodity for the benefit of tourism, so the ceremony rambu solo dirapai who had now become profane sacred nature. At the local elite also changes the structure, which was once the relationship is between traditional leaders and communities are now going a new power relationship that is influenced by the government as the new power relations by making ceremony rambu solo dirapai as tourism attraction in Toraja. In the shift between traditional leaders and the government as the new power relations created a balanced power relationship so there is no contradiction in the ceremony rambu solo dirapai as indigenous and as a tourism commodity. Keywords: Ceremony Rambu Solo Dirapai, Social Transformation, Figuration

Campaign for development, social movement and revolution

2021 ◽  
Vol 17 (1) ◽  
pp. 57-70
Author(s):  
A.S. Adeniran
Keyword(s):  
Social Movements ◽  
Social Movement ◽  
Social Relations ◽  
Social Inclusion ◽  
Karl Marx ◽  
Social Changes ◽  
The Social ◽  
Micro Level ◽  
The Government ◽  
The Impact

Social movement and revolution are tools used to shape social changes. Social movement aims to advance a group’s agenda either by rectifying cultural drifts, social disorganizations and social injustice but revolution aims to unseat the government or to transform the entire political order. Based on archival evidence, this article examines the impact of social movement on the manifestations and modifications of specific socio-cultural policies of democratic governments in Nigeria. Though there are commonalities and differentials between social movements and revolutions, there is a strong linkage between the two concepts. Social movement is largely an event on a micro-level while revolution is on a macro-level. Social movement engages limited violence and often resorts to thoughtful persuasion, but revolution enlists unlimited violence that manifests in gritty coercion. However, recently in Nigeria, a number of online social movements have developed and they strive to give voice to the voiceless in the socio-political structure, as well as gaining recognition online and offline, so as to promote social development within the polity. Karl Marx upholds that conflict is inevitable in the social structure yet it can be concluded that most of the fundamental developments in human history, such as national independence, democracy, social justice, social inclusion and civil/human rights have been won on the platform of social movement. There are hierarchical or stratified social relations in the society which breeds social struggle within the class systems. Unequivocally, social movements are bound to arise wherever social conditions are unfavorable. Key words: socio-cultural, social movement, revolution, development

scholarly journals The Role of Societal Change toward Adolescent Suicide in Japan: Phenomenological Analysis on 12 Suicidal Teens Film by Yukihiko Tsutsumi

IZUMI ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 171-183
Author(s):  
Salma Nabila ◽  
Susy Ong
Keyword(s):  
Adolescent Suicide ◽  
Phenomenological Approach ◽  
Societal Change ◽  
Social Changes ◽  
The Social ◽  
Economic Trends ◽  
The Government ◽  
Commit Suicide

Suicide cases are still a big challenge for Japan, even though in the 21st century, the government began to pay attention to and follow up on this phenomenon. While Japan's suicide rate among adults is declining, the rate in minors increased, and suicide is the highest cause of death for those under 20. This research reveals the problems and factors around suicidal teens in Japan through twelve characters' stories in 12 Suicidal Teens Film. To understand this film, what meaning that brought to discussion requires interpretation. Paul Ricoeur said that text or work is a dialogue to reveal the dimensions of reality in the phenomenological approach. The suicide motives expressed by 12 teenagers in the film 12 Suicidal Teens could be common. However, there are several factors such as religion, culture, social, even economic trends that could influence teenagers to commit suicide. The result shows that the social changes in Japan put pressure not only on adults but also on the lives of the youth. Also, information that is increasingly easy to obtain by anyone can become a boomerang for society because people can learn from what this information says.

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