Changes in the linguistic confidence of primary and secondary students in Catalonia: a longitudinal study

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

doi:10.1080/07908318.2016.1132657

Cited by 12 publications

(9 citation statements)

References 16 publications

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“…There is also evidence that the amount of time the students have been in the host society influences language learning, as students who arrive at a younger age earn the best results (Berasategi, Larrañaga, Garcia, Azurmendi et al (2019); Bretxa et al, 2016; Navarro et al, 2012; Oller & Vila, 2011).…”

Section: Resultsmentioning

confidence: 99%

“…También hay evidencias de que el tiempo de estancia en la sociedad de acogida influye en el aprendizaje de la lengua, siendo los alumnos que llegan con menor edad los que obtienen mejores resultados (Berasategi, Larrañaga, Garcia, Azurmendi et al (2019); Bretxa et al, 2016; Navarro et al, 2012; Oller & Vila, 2011).…”

Section: Resultsunclassified

“…Esto se ha evidenciado en numerosos trabajos que muestran un conocimiento menor de la lengua de la escuela en población extranjera respecto a la autóctona (Álvarez & Gómez, 2020;Martín, Jenaro et al, 2017;Navarro & Canalis, 2010;Navarro et al, 2016;Navarro et al, 2014;Navarro et al, 2012;Oller & Vila, 2012;Riaño et al, 2013;Vila et al, 2009). A su vez, esta falta de competencia lingüística se traduce en un mayor fracaso escolar respecto al alumnado autóctono (Martín, González-Gil et al, 2017;Oller & Vila, 2011) También hay evidencias de que el tiempo de estancia en la sociedad de acogida influye en el aprendizaje de la lengua, siendo los alumnos que llegan con menor edad los que obtienen mejores resultados (Berasategi, Larrañaga, Garcia, Azurmendi et al (2019); Bretxa et al, 2016;Navarro et al, 2012;Oller & Vila, 2011).…”

Section: Las Medidas Educativas: La Acogida Inicial El Aprendizaje De...unclassified

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Twenty years of research on immigration and school in Spain: taking stock of some of the lessons learned (Veinte años de investigación sobre inmigración y escuela en España: balance de algunas lecciones aprendidas)

Arroyo-González

Berzosa-Ramos

2021

Culture and Education

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The purpose of our study is to conduct a systematic review of the research conducted on immigrant students in the school context in Spain from 2000 to 2020 contained in the SCOPUS and Web of Science databases. Our intention is to analyse the arc of Spanish research on immigration and school over these years. To do so, we have evaluated the emerging topics through content analysis, organizing the studies found according to the topics they discuss:(1) the social construction of immigrant students; (2) schooling processes; (3) educational measures at school; (4) teachers; ( 5) managing multilingualism at school; (6) the process of adapting to school and society; (7) family and school; (8) educational trajectories and school success; and (9) relations between educational policies and practices. The analysis helps us to understand the situation of educational research in this field, as well as to identify the challenges still pending which may guide both future studies and school practices in order to contribute to the real educational inclusion of these students. RESUMENEl propósito de nuestro trabajo es hacer una revisión sistematizada de las investigaciones realizadas sobre el alumnado inmigrante en el contexto escolar en España, desde el año 2000 hasta 2020 y recogidas en las bases de datos SCOPUS y Web of Science. Nuestra intención es analizar la trayectoria de la investigación española sobre inmigración y escuela en estos años. Para ello, hemos evaluado las temáticas emergentes a través del análisis de contenido, organizando los trabajos encontrados según las materias tratadas en ellos: (1) la construcción social del alumnado inmigrante; (2) los procesos de escolarización; (3) las medidas educativas en la escuela; (4) el profesorado; (5) la gestión del multilingüismo en el centro (6) el proceso de adaptación a la escuela y a la sociedad; (7) familia y escuela; (8) trayectorias educativas y éxito escolar; (9) relaciones entre políticas y prácticas educativas. El análisis realizado nos ayuda a comprender la situación de la investigación educativa en este ámbito, así como a identificar los retos ARTICLE HISTORY

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Section: Resultsmentioning

confidence: 99%

Section: Resultsunclassified

Section: Las Medidas Educativas: La Acogida Inicial El Aprendizaje De...unclassified

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Twenty years of research on immigration and school in Spain: taking stock of some of the lessons learned (Veinte años de investigación sobre inmigración y escuela en España: balance de algunas lecciones aprendidas)

Arroyo-González

Berzosa-Ramos

2021

Culture and Education

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“…On similar lines, studies on this question carried out in Catalonia show that the length of time spent in the host country influences the learning of Catalan, with students who arrive when they are young obtaining the best results (Bretxa, Comajoan, Ubalde, Vila, 2016; Navarro, Huguet, Sansó, & Chireac, 2012; Oller & Vila, 2011). Within the Basque context, some studies show that immigrant students who begin their schooling from an early age following model D acquire similar levels of knowledge of Euskara as their indigenous peers (Etxeberria & Elosegi, 2008; Manterola, 2010).…”

Section: Languages School and Immigrant-origin Studentsmentioning

confidence: 87%

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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“…It confirms, however, previous survey findings that showed that the educational immersion system applied in Catalonia clashes with the general preferences of the citizenry on linguistic issues (Miley and Garvía 2019;Santana 2018, 2020). It adds, moreover, complementary information to findings derived from different approaches and methods that described the challenging nature, particularly for non-native Catalonian citizens who have migrated from many regions, of the learning scenarios created by the educational immersion system prevailing in the region (GAD3 2015;GESOP 2017;Byrne 2020;Bretxa et al 2016;Huguet 2014;Huguet et al 2013;Ianos et al 2017aIanos et al , 2017bLapresta-Rey et al 2017). It finally confirms the depth of the divide between pro-secession and anti-secession citizenries, since the issue that most clearly separated them (after their regular speaking and writing habits and family origin) was their opinion about "the damage to social harmony among Catalonians" that the secession campaign has caused (Oller et al 2019a(Oller et al , 2019bTobeña 2021).…”

Section: Discussionmentioning

confidence: 99%

Parochial Linguistic Education: Patterns of an Enduring Friction within a Divided Catalonia

2021

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Amid the tensions created by the secession push in Catalonia (Spain), an important conflicting issue has been the “immersion linguistic educational system”, in which the Catalan language has precedence throughout all of the primary and secondary school curricula. Here, we present an analysis of a survey (n = 1002) addressing features of linguistic and political opinion profiles with reference to the mother language and feelings of national identity. The results show that the mother language is a factor that differentiated the participants in terms of common linguistic uses and opinions about the “immersion educational system”. These results were confirmed when segmenting respondents via their feelings of national self-identification. The most distinctive political opinions consisted of either asserting or denying the damage to social harmony produced by the secession campaign. Overall, the findings show that a major fraction of the Catalonian citizenry is subjected to an education system that does not meet their linguistic preferences. We discuss these findings, connecting them to an ethnolinguistic divide based mainly on mother language (Catalan vs. Spanish) and family origin—a complex frontier that has become the main factor determining alignment during the ongoing political conflict.

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Changes in the linguistic confidence of primary and secondary students in Catalonia: a longitudinal study

Cited by 12 publications

References 16 publications

Twenty years of research on immigration and school in Spain: taking stock of some of the lessons learned (Veinte años de investigación sobre inmigración y escuela en España: balance de algunas lecciones aprendidas)

Twenty years of research on immigration and school in Spain: taking stock of some of the lessons learned (Veinte años de investigación sobre inmigración y escuela en España: balance de algunas lecciones aprendidas)

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

Parochial Linguistic Education: Patterns of an Enduring Friction within a Divided Catalonia

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