Changes in language use with peers during adolescence: a longitudinal study in Catalonia

Moreno, F. Xavier Vila i; Ubalde, Josep; Bretxa, Vanessa; Comajoan-Colomé, Llorenç

doi:10.1080/13670050.2018.1436517

Cited by 11 publications

(7 citation statements)

References 18 publications

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“…These efforts must also be extended to other social contexts outside the school. In other words, other sociocultural agents outside the school also need to contribute to these efforts to create conditions that promote the use of Euskara, understanding its usage within a more complex ecosystem within which the school is not the only important site of action (Vila, Ubalde, Bretxa, & Comajoan-Colomé, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Este esfuerzo ha de extenderse a otros entornos sociales fuera de la escuela. Es necesario que junto a la escuela otros agentes socio-culturales contribuyan en los esfuerzos por crear condiciones favourables al uso del euskera, posicionando su uso en un ecosistema más complejo dónde la escuela no sea el único espacio importante de actuación (Vila, Ubalde, Bretxa, & Comajoan-Colomé, 2018).…”

Section: Discussionunclassified

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Perceptions of knowledge and use of languages of indigenous and immigrant students in Basque schools / Percepción del conocimiento y uso de lenguas entre alumnado autóctono e inmigrante en la escuela vasca

Berasategi

Larrañaga

García

et al. 2019

Cultura y Educación

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The main objective of this study was to analyse the acquisition of languages by the immigrant students enrolled in the bilingual Basque school, in comparison with indigenous students. We have analysed both the family language of immigrant students as well as the knowledge, use and desire to know the two languages of the school: Basque and Spanish. On the other hand, we have measured the incidence of some variables, such as family language, the length of stay in the host country and the school language model. The sample was composed of 977 secondary school students, of which 145 were immigrant students enrolled in the Basque Autonomous Community. The results show the linguistic diversity among these students. The immigrant student's family language, the linguistic model in which they are enrolled and the length of stay are decisive in the perception of knowledge, use and desire to learn the two languages of the school.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionunclassified

Perceptions of knowledge and use of languages of indigenous and immigrant students in Basque schools / Percepción del conocimiento y uso de lenguas entre alumnado autóctono e inmigrante en la escuela vasca

Berasategi

Larrañaga

García

et al. 2019

Cultura y Educación

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“…2.1. Aprendizaje del catalán, apoyo formal e inclusión educativa en el contexto de Cataluña Vila et al (2018) analizaron longitudinalmente la evolución de una muestra de más de 1000 adolescentes en sus prácticas lingüísticas con sus compañeros en tres momentos distintos (T1, T2 y T3) entre el final de su educación primaria y el fin de su educación secundaria, en Cataluña. Los resultados de este estudio muestran la disminución del porcentaje de uso del catalán entre el T1 (55,13%), el T2 (52.49%) y el T3 (50.70%), mientras el porcentaje de uso del castellano aumenta entre el T1 (42.37%), el T2 (45.60%) y el T3 (46.70%), con sus compañeros.…”

Section: Marco Teóricounclassified

“Desde que llegué a ahora he notado un cambio con el catalán”: el rol de la mentoría social en la adquisición de la lengua vehicular en niños/as y adolescentes inmigrantes

Prats Brugat,

Prieto-Flores

2024

LYM

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Este estudio tiene como objetivo ahondar en como el apoyo de la mentoría social en los adolescentes de origen inmigrante favorece la adquisición de la lengua de instrucción del contexto de acogida. Para ello, en este estudio se analizaron los principales efectos que tienen relaciones de mentoría de los proyectos Ruiseñor y EnTàndem en Cataluña. Corresponde a un diseño cuasi-experimental, mixto, con pre-test y post-test a un grupo participante y un grupo control de adolescentes de origen inmigrante, y a sus docentes. También se realizaron entrevistas en profundidad a mentores y a mentorados. Los resultados aportan datos sobre el rol de la mentoría social en la aceleración de la adquisición de la lengua de instrucción y en cómo se puede favorecer la inclusión social de los adolescentes inmigrantes durante los primeros años de acogida gracias al apoyo informal de sus mentores.

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“…The reasons underlying this difficulty may be related to the characteristics of a particular sample of participants (e.g., Kindertransport survivors in Schmid, 2002; adult international adoptees in Pallier, Dehaene, Poline, LeBihan, Argenti, Dupoux & Mehler, 2003), or the design of the study itself (e.g., the Barcelona Age Factor which exploited a change in curricular language provision; Muñoz, 2006), among other factors. Longitudinal and panel studies (e.g., Xavier Vila, Ubalde, Bretxa & Comajoan-Colomé, 2018) may be particularly difficult to replicate. In these cases, an “attainable minimum standard” (Peng, 2011) for verifying scientific claims is via an assessment of the computational reproducibility of the analyses.…”

Section: Open Data and Analytic Codementioning

confidence: 99%

Towards a credibility revolution in bilingualism research: Open data and materials as stepping stones to more reproducible and replicable research

2021

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The extent to which findings in bilingualism research are contingent on specific analytic choices, experimental designs, or operationalisations, is currently unknown. Poor availability of data, analysis code, and materials has hindered the development of cumulative lines of research. In this review, we survey current practices and advocate a credibility revolution in bilingualism research through the adoption of minimum standards of transparency. Full disclosure of data and code is necessary not only to assess the reproducibility of original findings, but also to test the robustness of these findings to different analytic specifications. Similarly, full provision of experimental materials and protocols underpins assessment of both the replicability of original findings, as well as their generalisability to different contexts and samples. We illustrate the review with examples where good practice has advanced the agenda in bilingualism research and highlight resources to help researchers get started.

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Changes in language use with peers during adolescence: a longitudinal study in Catalonia

Cited by 11 publications

References 18 publications

Perceptions of knowledge and use of languages of indigenous and immigrant students in Basque schools / Percepción del conocimiento y uso de lenguas entre alumnado autóctono e inmigrante en la escuela vasca

Perceptions of knowledge and use of languages of indigenous and immigrant students in Basque schools / Percepción del conocimiento y uso de lenguas entre alumnado autóctono e inmigrante en la escuela vasca

“Desde que llegué a ahora he notado un cambio con el catalán”: el rol de la mentoría social en la adquisición de la lengua vehicular en niños/as y adolescentes inmigrantes

Towards a credibility revolution in bilingualism research: Open data and materials as stepping stones to more reproducible and replicable research

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