Language attitudes towards Spanish and Catalan in autochthonous and immigrant families in Catalonia: analysing the correlation between student attitudes and their parents' This paper analyses the language attitudes of autochthonous and immigrant families living in Catalonia towards Spanish and Catalan. The research is intended to assess the possible differences in the language attitudes of students and their parents towards the two languages spoken in Catalonia. The investigation takes a sample of 476 students and their families from several cities in Catalonia who answered an attitude questionnaire. The data were analysed with SPSS and t-tests were performed, with students reporting better attitudes towards Catalan and parents showing more favourable views on Spanish. Statistically significant differences were identified between local and immigrant participants, with non-Spanish families showing worse attitudes to Catalan than towards Spanish. A correlation was found between autochthonous students and their parents when it comes to language attitudes towards the two languages, suggesting that the family environment does have an impact on the development of language attitudes. However, this effect is less visible in the case of immigrant families, where social and educational elements could moderate the impact of language attitudes within the family.

This paper analyses the satisfaction level of teachers of English in Preschool and Primary Education in the Principality of Asturias (Spain). The sample was composed of 238 teachers from 68 schools and the research tool was a 45-item questionnaire. Data were processed with SPSS, and variance analyses were performed to assess the impact of the variables considered. The main results confirm that general satisfaction is rather high, although it is possible to identify improvement proposals in relation to the social recognition of teaching, the professional status and the acknowledgement of the teaching activity by education authorities. In addition, the results show that age, educational stage, and administrative status influence teachers’ satisfaction.Keywords: Teacher satisfaction, English teachers, English as a Foreign Language (EFL), Preschool Education, Primary Education.RESUMENEste trabajo analiza la satisfacción docente de los maestros de Inglés en Educación Infantil y Primaria en el Principado de Asturias. La muestra del estudio incluye a 238 maestros de 68 centros y el instrumento de investigación fue un cuestionario de 45 ítems. Los datos obtenidos fueron procesados con SPSS y se realizaron análisis de la varianza para medir el impacto de las variables consideradas. Los principales resultados confirman que la satisfacción general de los docentes es elevada, aunque es posible identificar propuestas de mejora en relación con el reconocimiento social de la profesión, el estatus profesional, y el reconocimiento de la labor docente por parte de las autoridades educativas. Además, los resultados confirman que la edad, la etapa educativa, y el estatus administrativo tienen influencia en la satisfacción docente.Palabras Clave: Satisfacción docente, maestros de inglés, Inglés como lengua extranjera, Educación Infantil, Educación Primaria.

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This paper analyses the satisfaction level of teachers of English in Preschool and Primary Education in the Principality of Asturias (Spain). The sample was composed of 238 teachers from 68 schools and the research tool was a 45-item questionnaire. Data were processed with SPSS, and variance analyses were performed to assess the impact of the variables considered. The main results confirm that general satisfaction is rather high, although it is possible to identify improvement proposals in relation to the social recognition of teaching, the professional status and the acknowledgement of the teaching activity by education authorities. In addition, the results show that age, educational stage, and administrative status influence teachers’ satisfaction.Keywords: Teacher satisfaction, English teachers, English as a Foreign Language (EFL), Preschool Education, Primary Education.RESUMENEste trabajo analiza la satisfacción docente de los maestros de Inglés en Educación Infantil y Primaria en el Principado de Asturias. La muestra del estudio incluye a 238 maestros de 68 centros y el instrumento de investigación fue un cuestionario de 45 ítems. Los datos obtenidos fueron procesados con SPSS y se realizaron análisis de la varianza para medir el impacto de las variables consideradas. Los principales resultados confirman que la satisfacción general de los docentes es elevada, aunque es posible identificar propuestas de mejora en relación con el reconocimiento social de la profesión, el estatus profesional, y el reconocimiento de la labor docente por parte de las autoridades educativas. Además, los resultados confirman que la edad, la etapa educativa, y el estatus administrativo tienen influencia en la satisfacción docente.Palabras Clave: Satisfacción docente, maestros de inglés, Inglés como lengua extranjera, Educación Infantil, Educación Primaria.

This paper investigates the attitudes towards English of autochthonous and immigrant students in Catalonia (Spain) by focusing on their region of origin and their language competence. The research examines the individual and the joint effect of both variables in the development of language attitudes. A questionnaire was administered to 954 students of Secondary Education. Results reveal that region of origin and language competence are influential in the development of language attitudes, and there is no joint effect when both variables are included in the same model. Attitudes towards English are predominantly favourable with significant differences between local and immigrant participants. Our results may contribute to a better understanding of the interplay between language and intercultural communication and its implications for education.https://mc.manuscriptcentral.com/mm-laic Email: