Actitud, Presión Social Y Educación Inclusiva en Aulas Con Diversidad Lingüística Y Cultural (Attitudes, Social Pressure and Inclusive Education in Classrooms With Cultural and Linguistic Diversity)

Abstract

RESUMENSe estudiaron las actitudes lingüísticas del alumnado de E.S.O. en Cataluña, desde un enfoque que tuviera en cuenta la presión social. Se pretendía analizar la posibilidad de realizar intervenciones educativas inclusivas, la relación entre actitudes lingüísticas y competencia y las posibles variables explicativas de dichas actitudes. Se aplicó a 1206 escolares de 2º y 4º de E.S.O. un cuestionario que evaluaba actitudes lingüísticas y condición lingüística familiar, recabando edad de llegada y tiempo de estancia del alumnado inmigrante y una prueba de conocimiento lingüístico. Las actitudes del alumnado autóc-tono fueron más favorables hacia el catalán y las del inmigrante hacia el castellano, si bien había diferencias al contrastar hispanohablantes / no-hispanohablantes. Condición lingüística familiar, edad de llegada y tiempo de estancia resultaron significativas en actitudes hacia castellano y catalán, que además mostraron correlación con la competencia lingüística. En conclusión, no parece haber dificultades para intervenir educativamente, pero es necesario fijar variables explicativas de las actitudes del alumnado inmigrante considerando la presión social. ABSTRACTThis article analyses language attitudes of Secondary Education students in Catalonia, from a perspective that takes into account the social pressure. The aim of the study was to analyze the possibility of intervening in an environment of educational inclusion, the relationship between language attitudes

Can language attitudes be improved? A longitudinal study of immigrant students in Catalonia (Spain)

“…Positive attitudes towards Catalan were more present in the case of students with a length of residence of more than six years, who were born in the host society or immigrated before the age of ten, or who started schooling in Catalonia. These findings were confirmed by Madariaga, Huguet, and Lapresta (2013), who investigated 1206 autochthonous and immigrant secondary education students and also found that their attitudes were influenced by area of origin, home language, length of residence, age of arrival, and place of birth.…”

“…The attitude questionnaire selected has been successfully used in Catalonia (Navarro and Huguet 2005;Huguet, Janés, and Chireac 2008;Madariaga, Huguet, and Lapresta 2013). The instrument follows the model of the one constructed by Sharp et al (1973) and it was adapted to the Catalan context by the Catalan Education Service ('Servei d'Ensenyament del Català' -SEDEC) and then readapted to the current characteristics of the secondary education student population, taking into account the immigrant group.…”

“…In order to successfully implement these educational and linguistic policies and to help immigrant students learn the two official languages of the territory, their language attitudes have to be considered (Lewis 1981;Huguet 2006;Lapresta, Chireac, Huguet, Janés, Navarro, Querol, and Sansó 2009;Strubell 2001). Immigrant students have been found to show more favourable attitudes towards Spanish and English than towards Catalan (Bernaus, Masgoret et al 2004;Bernaus et al 2007;Huguet, Janés, and Chireac 2008;Madariaga, Huguet, and Lapresta 2013).…”

Equidad estructural en los sistemas educativos europeos

“…Lenguas de instrucción. La construcción de una identidad colectiva no excluyente supone tener en cuenta la lengua y cultura de la población inmigrante (Madariaga et al, 2013) así como las lenguas minoritarias o cooficiales de cada país (Vez, 2009). Los valores compartidos por las diversas culturas, valores transculturales, son relevantes educativamente como agentes promotores de cohesión social (Ibáñez-Martín et.…”

Language attitudes towards Spanish and Catalan in autochthonous and immigrant families in Catalonia: analysing the correlation between student attitudes and their parents’

“…Together with these elements, other factors have been identified as key agents in the formation process of language attitudes. The place of birth is one of the variables reported to affect language attitudes of local and immigrant population, as empirical data confirm that autochthonous and immigrant students have different attitudinal patterns, with the former usually favouring Catalan and the latter Spanish (Bernaus et al 2004;Lapresta et al 2009;Janés 2010, 2016;Madariaga, Huguet, and Lapresta 2013;Rojo, Madariaga, and Huguet 2010). However, this view has been contested by studies emphasizing the wide variety of language attitudes in Age has also been identified as a modified element, and studies have concluded that language attitudes can change with the age (Baker 1992;Bernaus, Moore, and Cordeiro 2007;Dörnyei and Csizér 2002;Heining-Boynton and Haitema 2007).…”