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Acculturation strategies and attitudes and their relationship with the identification of descendants of migrants in the Catalan school context
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El aprendizaje de lenguas y las actitudes lingüísticas como herramientas para el empoderamiento y la integración de la mujer migrante
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Self-identifications of youth in Catalonia: a linguistic acculturation theory approach
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The differentiated role of language knowledge and linguistic acculturation strategies in the configuration of occupational aspirations: the case of the descendants of migrants in Western Catalonia
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Identity and linguistic acculturation expectations. The attitudes of Western Catalan high-school students towards Moroccans and Romanians
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Implicit language attitudes in Catalonia (Spain): investigating preferences for Catalan or Spanish using the Implicit Association Test
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Language attitudes towards Spanish and Catalan in autochthonous and immigrant families in Catalonia: analysing the correlation between student attitudes and their parents'
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Linguistic genocide or superdiversity: new and old language diversities, edited by Reetta Toivanen and Janne Saarikivi, Bristol, Multilingual Matters, 2016, 376 pp., ISBN 9781783096053
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The Legal Rights of Aragonese-Speaking Schoolchildren: The Current State of Aragonese Language Teaching (Spain)
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Identity, language, school, and social cohesion in a multicultural context: young romanians in the compulsory secondary education of Catalonia
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In: TDX (Tesis Doctorals en Xarxa) (2018)
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Language attitudes in a multilingual and multicultural context. The case of autochthonous and immigrant students in Catalonia
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In: TDX (Tesis Doctorals en Xarxa) (2018)
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Abstract:
Considerant, d’una banda, la comprovada importància que adopten les actituds lingüístiques en l'adquisició de les llengües i, de l’altra, que esdevenen potenciadores de la integració social en contextos plurilingües, com és el cas de Catalunya, s’han analitzat les actituds vers el català, castellà i anglès d’un total de 1173 estudiants migrats i autòctons que cursen Educació Secundària Obligatòria a Catalunya. Paral•lelament, s’ha realitzat una anàlisi longitudinal amb 72 escolars migrats. En general, els efectes de les variables examinades varien entre llengües, essent els factors més influents l’origen, les auto-identificacions i els usos lingüístics. D’altra banda, l’alumnat migrat millora lleugerament les seves actituds vers el català en dos anys, mentre que vers l'espanyol i l'anglès es mantenen estables. Aquests resultats ressalten la importància de tenir en compte les particularitats de cada col•lectiu en l'aplicació de mesures socials i educatives. ; Teniendo en cuenta la comprobada importancia de las actitudes lingüísticas en la adquisición de las lenguas y como potenciador de la integración social en contextos plurilingües, como es el caso de Cataluña, se ha analizado la construcción de las actitudes lingüísticas hacia el catalán, castellano y el inglés de un total de 1173 estudiantes migrados y autóctonos que cursan Educación Secundaria Obligatoria en Cataluña. Paralelamente, se ha realizado un análisis longitudinal de 72 escolares migrados. De manera general, los efectos de las variables examinadas varían entre lenguas, siendo los factores más influyentes el origen, las autoidentificaciones y los usos lingüísticos. Por otra parte, el alumnado migrado mejora ligeramente sus actitudes hacia el catalán tras dos años, mientras que hacia el español y el inglés se mantienen estables. Estos resultados destacan la importancia de tener en cuenta las particularidades de cada colectivo en la aplicación de medidas sociales y educativas. ; Considering the relevance of language attitudes regarding language acquisition and social integration, especially in contexts facing a large migratory influx, as bilingual Catalonia, we first analyzed the factors influencing the attitudes toward Catalan, Spanish, and English held by 1173 autochthonous and immigrant secondary education students. Second, we analyzed attitude change in the case of 72 immigrant students. Overall, the findings showed that the effects of the variables examined on attitudes toward language varied in strength, direction, and significance from language to language and depending on their autochthonous or immigrant origin. Additionally, the most influential factors were self-identifications and language uses. Furthermore, in the case of immigrant students, attitudes toward Catalan improved slightly over a two-year period, while attitudes toward Spanish and English remained relatively stable. These results highlight the importance of taking into account the particularities of each group within a certain context when implementing social and educational measures.
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Keyword:
159.9; Actituds; Bilingualism; Bilingüisme; Bilingüismo; Catalonia; Catalunya; Educació; Immigració; Immigration; Inmigración; Psicologia Evolutiva i de l'Educació
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URL: http://hdl.handle.net/10459.1/64111
http://hdl.handle.net/10803/132963
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Language attitudes, family language and generational cohort in Catalonia: new contributions from a multivariate analysis
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Opening perspectives from an integrated analysis: language attitudes, place of birth and self-identification
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Can language attitudes be improved? A longitudinal study of immigrant students in Catalonia (Spain)
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Attitudinal patterns of secondary education students in Catalonia. The direct and moderator effects of origin
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Redefining cultural identity through language in young Romanian migrants in Spain
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Identity, language, school, and social cohesion in a multicultural context: young romanians in the compulsory secondary education of Catalonia
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In: TDX (Tesis Doctorals en Xarxa) (2016)
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