Percepciones y actitudes del alumnado extranjero y del profesorado: un estudio empírico en las aulas de acogida de Cataluña

Siqués, Carina; Vila, Ignasi; Perera, Santiago

doi:10.25115/ejrep.v7i17.1312

Cited by 6 publications

(6 citation statements)

References 14 publications

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“…Numerous authors have revealed the importance of maintaining and recognizing the L1 when learning the L2 (Chireac et al, 2011;Navarro et al, 2016). Likewise, this is manifested through affective factors like self-esteem and self-confidence, as confirmed in studies carried out in Catalonia (Siqués et al, 2012;Vila et al, 2009) which concluded that those who feel the most valued and socially integrated developed more favourable attitudes towards the Catalan and Spanish languages, which in turn positively affects their language learning. Yet is the maintenance of home cultures actually facilitated at school?…”

Section: On the Adaptation Processmentioning

confidence: 96%

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: On the Adaptation Processmentioning

confidence: 96%

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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“…Furthermore, even though teachers may have access to establish close relations with immigrant families and get to know their sociocultural realities, some studies have shown that their perceptions of cultural diversity at schools tend to reflect general population attitudes to immigration on the larger society (Horenczyk & Tatar, 2002;Siqués et al, 2009;Vecina, 2006). Due to their position as members of the majoritarian society, teachers' social identities might be threatened by immigrants groups (Tajfel & Turner, 1979), triggering ambiguous or negative reactions towards them.…”

Section: Echelle D'attitude Envers Le Multiculturalisme à L'école: Vamentioning

confidence: 99%

Attitude to multiculturality at school scale: validation and psychometric properties on a Chilean sample

Mera-Lemp¹,

Martínez-Zelaya²,

Bilbao³

et al. 2021

PSICO

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The increasing number of immigrant students on the Chilean educational system stresses the importance of study teachers’ attitudes to multiculturality in schools settings. Nevertheless, there is a lack of adequate measurement instruments to apply on Chilean population. The aim of this work was to validate the Attitude to Multiculturality at School Scale (León del Barco et al., 2007) on a Chilean sample, composed by N=160 teachers. Confirmatory factor analysis showed that the unifactorial model had the best fit to the data. Correlation analysis revealed significant relations between attitude to multiculturality at school, perceived out-group threat and prejudice. Linear regression analysis showed that perceived threat and prejudice explained 42% of the attitude to multiculturality at school variability, supporting criterion validity.

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“…Differences were further found between the various immigrant groups. Students coming from Latin America were often identified as the ones with the least favourable attitudes towards Catalan (Huguet, Janés & Chireac 2008;Lapresta et al 2009 This variation in language attitudes is most likely determined by the characteristics of each group, the specific experiences in the host society, their expectations, and social prejudices they might face (Siqués, Vila & Perera 2009;Lapresta, Huguet & Janés 2018;Alarcón, Parella & Yiu 2013;Alarcón & Garzón 2013). In this regard, the Japanese respondents were mainly temporary residents with plans to return to Japan or move to another country (Fukuda, 2016), while many of the other migrant groups had long-term plans to establish themselves in Catalonia (Alarcón, Parella & Yiu 2013).…”

Section: Language Attitudes and Immigration In Cataloniamentioning

confidence: 99%

Language attitudes of young Romanians in Catalonia (Spain): The role of heritage language maintenance programs

et al. 2019

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This article presents a mixed method analysis of the language attitudes held by secondary education students of Romanian origin, which are members of the second largest immigrant population living currently in Catalonia. The relevance of this data is based on the cardinal role played by attitudes in the success of any educational or linguistic policy (Lewis, E. Glyn. 1981. Bilingualism and bilingual education. Oxford, UK: Pergamon.) – a topic of special relevance in contexts with considerable migratory influxes, such as Catalonia, which aims to achieve social cohesiveness in a framework of interculturalism and multilingualism. The various initiatives implemented for this purpose include the heritage language maintenance programs, such as the “Romanian Language, Culture, and Civilization” (RLCC) program. The results showed that the young Romanians had the most favourable attitudes towards Spanish, followed closely by Romanian, and lastly Catalan, which was the least valued language. Furthermore, these attitudinal patterns were not determined by RLCC attendance. The insights provided by the in-depth interviews indicated various components and meanings associated with the attitudes towards the three languages. Namely, attitudes towards Spanish were primed by its international status and ease of learning, while attitudes towards Catalan were build on its integrative value and social status. Although esteemed for its emotional and symbolic bonds, Romanian seemed to be on a path towards invisibilization. Finally, the educational and social implications of these findings are discussed, emphasising the importance of involving and working with both the autochthonous and the Romanian immigrant population.

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Percepciones y actitudes del alumnado extranjero y del profesorado: un estudio empírico en las aulas de acogida de Cataluña

Cited by 6 publications

References 14 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)

Attitude to multiculturality at school scale: validation and psychometric properties on a Chilean sample

Language attitudes of young Romanians in Catalonia (Spain): The role of heritage language maintenance programs

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