Suchergebnisse

Aragón es lingüística y culturalmente diverso. En términos lingüísticos debemos señalar que en su territorio históricamente han convivido tres lenguas: el castellano, el catalán y el aragonés. En la actualidad, tanto el catalán como el aragonés se encuentran en una situación minoritaria y minorizada. Pero en el caso de la lengua aragonesa esta situación es más frágil (Nagore, 2004a) ya que, junto al escaso apoyo institucional y legislativo, se evidencia una regresión en su uso. A ello se debe unir una práctica inexistencia de estudios que analicen su realidad social. En este artículo se presentan y analizan resultados referentes a los usos lingüísticos del aragonés en su dominio lingüístico, asi como a su grado de vitalidad etnolingüística. Los datos demuestran el muy limitado uso de esta lengua, así como una muy baja vitalidad etnolingúística, lo que implica una situación de fragilidad extrema y un riesgo real de desaparición ; La realización de este trabajo ha sido posible gracias a la concesión de una Ayuda de Investigación por parte del Instituto de Estudios Altoaragoneses para la elaboración del trabajo titulado Identidad cultural, pertenencia y lengua en el Aragón trilingüe. Igualmente, gracias a una ayuda de la Dirección General de Investigación del Ministerio de Educación y Ciencia concedida al proyecto nº SEJ2005-08944-C02-02/EDUC: Competencias lingüísticas y actitudes lingüísticas en contextos plurilingües. El caso de los escolares provenientes de la inmigración.

This article presents an analysis based on theories of interactionism of the Self on how young Romanian immigrants in Catalonia (Spain) redefine their cultural identity in the host country. The article also discusses how interactions with their significant others and access to different symbolic worlds through different languages condition this redefinition. The results have been obtained through the completion and analysis of 22 in-depth semi-structured interviews. The main results show there is a tendency to construct a fluctuating identity regulated by the interactions that the youngsters maintain with their significant others. In their self-identification, the valuation appears about what it means to be included in or form a part of the host society, which can in time make their cultural identity of origin invisible. It is observed how the length of stay factor leads to a progressive loss of their culture of origin, made evident when they begin to stop making use of Romanian in a family context. Finally, the role played by progressive access to diverse symbolic worlds in a plurilingual context in the said redefinition is explored. ; Este artículo presenta un análisis en base a las teorías interaccionistas del Yo sobre cómo jóvenes inmigrantes rumanos en Cataluña (España) redefinen su identidad cultural en el país de acogida. También, cómo las interacciones con sus otros significativos y el acceso a diferentes mundos simbólicos a través de las diversas lenguas condiciona dicha redefinición. Los resultados se han obtenido gracias a la realización y análisis de 22 entrevistas en profundidad semi-estructuradas. Los datos evidencian una tendencia a construir una identidad fluctuante mediada por las interacciones que mantienen con sus otros significativos. En su auto-identificación aparece la valoración de lo que significa estar incluido o formar parte de la sociedad de acogida, que lleva a invisibilizar su identidad cultural de origen. Se observa como el factor tiempo de estancia incide en una pérdida progresiva de su cultura de origen, que se manifiesta cuando empiezan a dejar de hacer uso del rumano en el contexto familiar. Por último, se explora acerca del papel que juega el acceso progresivo a mundos simbólicos diversos en un contexto plurilingüe en dicha redefinición. ; This work is part of a larger research project funded by the Spanish Ministry of Economy and Competitiveness [reference number: EDU2014-54093-R] and the Agency for Management of University and Research Grants – AGAUR of the Government of Catalonia [reference number: 2014SGR208].

Language attitudes have become more relevant than ever as a result of the considerable number of immigrant students enrolled in the Catalan educational system and the challenges this entails in terms of promoting social integration and language learning. Therefore, the objective of the study is to increase our understanding of language attitudes formation by analysing how origin (autochthonous or immigrant) influences (a) the attitudes towards Catalan and Spanish and (b) the effects of several demographic and sociopsychological variables on these attitudes. Additionally, it aims to identify the most important determinants of these language attitudes. For this purpose, 1156 secondary education students from 10 schools across Catalonia completed a language attitudes questionnaire, a sociolinguistic survey, and two language competences tests. The results showed that, generally, self-identifications and language uses were the most influential. Furthermore, origin moderated the relationships between attitudes and their determinants, indicating that the models traditionally used to explain the attitudes held by autochthonous students need to be revised to take into account the particularities of the immigrant population. ; This work was supported by the Spanish Ministry of Economy and Competitiveness [grant number EDU2014-54093-R]; the Agency for Management of University and Research Grants (AGAUR) of the Government of Catalonia [grant number 2014 SGR 208].

The effect of the generational cohort on language attitudes has hardly ever been studied. However, especially in the bilingual territories in Spain, the literature stresses the importance of being Spanish-speakers or non-Spanish-speakers in the construction of these attitudes. Focusing on the case of Catalonia (Spain), this paper intends to analyse the impact of the family language and the generational cohort on the language attitudes towards Catalan and Spanish that is built by immigrant children (aged 14-16). The nature of the analysis carried out as a result of an attitude questionnaire answered by 527 young people allows differentiation of the effect of both variables individually when included in the same explanatory model. Results indicate that being Spanish-speaking or non-Spanish-speaking is influential in the construction of attitudes towards Spanish and towards Catalan. Moreover, the generational cohort is only influential for attitudes towards Catalan and when a migratory transit has been experienced or not. Since both variables are included in the same model, it is suggested that the effect of the generational cohort is moderated by being Spanish-speaking or not. The new perspectives opened up by these results are discussed as regards the promotion of intercultural communication and a common project of coexistence. ; El efecto de la cohorte generacional sobre las actitudes lingüísticas es un aspecto que prácticamente nunca se ha estudiado. Por su parte, especialmente en los territorios bilingües del Estado español, la literatura reitera la importancia del ser Hispanohablante o no Hispanohablante en la construcción de estas actitudes. Situados en Cataluña (España), el objetivo de este artículo es analizar el impacto de la condición lingüística familiar y la cohorte generacional sobre las actitudes lingüísticas hacia el catalán y el castellano que construyen los descendientes de migrados (14–16 años). La naturaleza del análisis realizado, fruto de la aplicación de un cuestionario de actitudes a un total de 527 jóvenes, permite diferenciar el efecto de ambas variables individualmente y si se incluyen en un mismo modelo explicativo. Los resultados indican que el ser Hispanohablante o No Hispanohablante es influyente tanto en la construcción de las actitudes hacia el castellano como hacia el catalán. Por otro lado, la cohorte generacional solamente lo es en el caso del catalán y si se ha vivido o no un tránsito migratorio. Al incluir ambas variables en un mismo modelo, se apunta a que el efecto de la cohorte generacional se encuentra modulado por ser o no Hispanohablante. Se discuten las nuevas perspectivas que estos resultados abren de cara a la potenciación de la comunicación intercultural y un proyecto de convivencia común. ; This work was supported by the Ministry of Economy and Competitiveness of the Government of Spain [grant number EDU2014-54093-R] and Government of Catalonia – Agència de Gestió d'ajuts Universitaris i de Recerca (AGAUR) [grant number 2014 SGR 208].

Currently, a high number of immigrant students can be found in schools in the Spanish state in general and in Catalonia in particular, where the educational system is organized under the parameters of bilingual education. In this context, one of the theoretical assumptions underlying this educational model is the Linguistic Interdependence Hypothesis. With this framework, this study focused on a sample of 533 students of immigrant origin (49.16% boys and 50.84% girls), who completed a series of parallel tests assessing their competences in Catalan and Spanish, designed and validated by the Department of Education of the Government of Catalonia. In addition, we specifically analyzed one of the immigrant groups, whose home language was Arabic. Accordingly, we confirm the validity of the aforementioned Hypothesis in the case of immigrant students in general, as well as for the specific group whose L1 was Arabic. Moreover, we also present data enabling to discern which competences are transferred. Also, some educational implications are discussed. ; Actualmente se constata una presencia elevada de alumnado de origen extranjero en los centros educativos del Estado español en general y en Cataluña en particular, donde el sistema educativo se halla organizado bajo los parámetros de la educación bilingüe. En este contexto, uno de los presupuestos teóricos que sustenta este modelo educativo es el de la Hipótesis de Interdependencia Lingüística. Con este marco de fondo, este estudio se centra en una muestra de 533 estudiantes de origen inmigrante (49.16% alumnos y 50.84% alumnas), que completan una serie de pruebas paralelas, diseñadas y baremadas por la Consejería de Educación de la Generalitat de Cataluña, que evalúan sus habilidades en catalán y castellano. Además, se analiza específicamente uno de los grupos que lo conforman, cuya lengua familiar es el árabe. En este trabajo se concluye la validez de la mencionada Hipótesis en el caso de los escolares inmigrantes en general, así como en el grupo específico cuya L1 es el árabe. Por otra parte, se presentan datos que permiten discernir qué habilidades se transfieren. Asimismo, se plantean algunas implicaciones educativas. ; This work is part of the development of research projects financed by the Ministry of Economy and Competitiveness of the Government of Spain (REF. EDU2014-54093-R) and the Agència de Gestió d'Ajuts Universitaris and the Recerca of the Generalitat of Catalonia (REF. 2014 SGR 208).

There is a theoretical and empirical tradition demonstrating the influence of the place of birth and self-identification in the shaping of language attitudes. But very few works analyse their joint effects. The main aim of this study is to analyse both the disaggregated and joint impact of these variables on the shaping of attitudes towards Catalan and Spanish languages in Catalonia. The sample consists of 309 adolescents (aged 14-16 years) coming from Ecuador, the rest of Latin America and Morocco. Both variables have an influence on attitudes towards Catalan separately, but when analysed jointly in the same explanatory model, self-identification outweighs place of birth. This is more evident among young people who develop the most and the least favourable attitudes. Furthermore, attitudes towards Spanish are only influenced by the place of birth, and by none of the variables in the case of those with the most and least favourable attitudes. These results open new lines for research and reflection on the process of construction of language attitudes and their role in a successful process of integration. ; This work was supported by the Spanish Ministry of Economy and Competitiveness [grant number EDU2014-54093-R]; the Agency for Management of University and Research Grants – AGAUR of the Government of Catalonia [grant number 2014 SGR 208]

La continua llegada de población inmigrante a los países de la Europa Occidental está produciendo transformaciones en estas sociedades. Evidentemente, la sociedad catalana no es ajena a estos cambios y, año tras año, ve incrementado el número de recién llegados/ as procedentes de orígenes geográficos, culturales y lingüísticos muy diversos. Estas personas, en ocasiones sin un conocimiento previo, se encuentran con las peculiaridades socioculturales y lingüísticas de la sociedad receptora. En el caso de Cataluña, nos interesa destacar la cuestión lingüística, a la cual se han dedicado muchos esfuerzos durante los últimos años en un intento de acercarse a una situación de normalidad en lo referente al conocimiento y uso de la lengua catalana. En el presente artículo se presentan los principales resultados de una investigación centrada en el análisis de los discursos sobre los que anclan las actitudes lingüísticas de los escolares de origen inmigrante en Cataluña. La técnica de investigación social utilizada ha sido la entrevista en profundidad semidirigida, realizando el análisis del contenido de las mismas a partir del «Análisis de contenido temático basado en categorías» (Bardin, 1986). Las conclusiones más relevantes indican que, por encima del Área de Origen o la Condición Lingüística Familiar, la principal variable que permite articular los discursos detectados es la que se puede denominar «Satisfacción y Percepción de Valoración e Integración Escolar y Social», de tal manera que los jóvenes de origen inmigrante que se sienten más valorados e integrados escolar y socialmente desarrollan mejores actitudes hacia la lengua catalana y castellana. Este hecho tiene claras repercusiones respecto las generalizaciones reduccionistas y estereotipadas que vinculan un área de origen con unas determinadas actitudes hacia las lenguas oficiales en Cataluña, así como de cara a la política lingüística y las ideologías lingüísticas de la sociedad en general. ; Western societies are receiving great numbers of immigrants. This fact is triggering deep transformations in social structure. Obviously Catalonia is no exception, and every year the number of people who move to Catalonia from different countries with different cultures and languages increases. These people are often unfamiliar with the characteristics of their new society. One important facet of the immigration situation in Catalonia is the linguistic situation, since the Catalonian government has devoted a great deal of effort in recent years to fostering proficiency in the Catalan language and making Catalan the standard language of daily use. This article presents the main results of a discursive analysis focused on the language attitudes of immigrant schoolchildren in Catalonia. The social research method used was a semi-structured interview. Data were analyzed using "category-based topic content analysis" (Bardin, 1986). The main conclusions indicate that the discourses on which language attitudes are based are influenced by variables such as origin area and family language, but there is another very important variable that could be termed "personal perception of school and social integration and appreciation". Immigrant students who feel more integrated and better appreciated at school and socially develop better linguistic attitudes towards Catalan and Spanish. Obviously this fact has important consequences with regard to stereotyped, reductionistic generalizations that see a tie between a given area of origin and certain attitudes towards the official languages of Catalonia; and just as obviously there are clear repercussions for linguistic policy and the linguistic ideologies of society in general.

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. ; This work was funded by the Spanish Ministry of Economy and Competitiveness (reference number: EDU2014-54093-R & EDU2017-82479-R & IJCI-2016-28250) and the Agency for Management of University and Research Grants – AGAUR of the Government of Catalonia (reference number: 2014 SGR 208).

Located in Catalonia (Spain), and based on the Acculturation Theory applied to the field of linguistics, the objectives of this article are: i) to detect and study the linguistic acculturation strategies of young people; ii) to analyse the effects of origin and linguistic acculturation profiles relating to self-identifications with Spain and Catalonia and; iii) to explore the predictive power of these variables. The quantitative data belongs to a representative sample of teenagers aged 14 to 16 in the city of Lleida (n=571) - the second most populated province capital, after Barcelona, and a territory with a high percentage of immigrant population. The youth of Catalonia construct Catalan or Spanish linguistic acculturation strategies, but also a high percentage of integration strategies. Also, there are polarised identitary constructions, but not in all of the strategies nor associated with all of the origins. These are observed most amongst natives and with non-integrationist strategies. ; This work is part of two larger research projects and a grant funded by the Spanish Ministry of Economy and Competitiveness (reference number: EDU2017-82479-R & IJCI-2016-28250) and the Agency for Management of University and Research Grants – AGAUR of the Government of Catalonia (reference number: 2017 SGR 322).

In line with the increased interest in studying implicit language attitudes, this study aims to explore implicit attitudes towards Catalan and Spanish in the multicultural and multilingual context of Catalonia (Spain) using the Implicit Association Test (IAT). A sample of 113 adolescents completed the IAT and a set of explicit measures of attitudinal and motivational variables. Results show a general preference for Catalan over Spanish. However, differences appear when home language is taken into consideration, as participants tend to prefer their home language. The paper discusses the relationship between implicit and explicit attitudes, highlighting the importance of incorporating implicit measures in language attitudes research in Catalonia. ; This work is part of a larger research project funded by the Spanish Ministry of Economy and Competitiveness (reference number: EDU2017-82479-R), the Spanish Ministry of Science, Innovation and Universities (reference number BEAGAL18/00234) and the Agency for Management of University and Research Grants – AGAUR of the Government of Catalonia (reference number: 2017 SGR 322). The work of Andrei Rusu was supported by a grant of the Romanian Ministery of Research and Innovation, CNCS - UEFISCDI, project number PN-III-P1-1.1-PD-2016-1912, within PNCDI III.

We analyse the influence of attending or not attending classes of the language of origin in self-identification and in life-satisfaction. In addition, we analyse how these elements are related to the perception of integration of young immigrants of Romanian origin in a multilingual and multicultural context like that of Catalonia (Spain). We present a mixed method study. A total of 131 young people of Romanian origin (74 females and 57 males), aged between 12 and 18 years completed a questionnaire. We also carried out 34 in-depth semi-structured interviews. Both quantitative and qualitative results prove that attending or not RLCC courses does not have a significant influence on self-identifications. Results coincide in that young people self-identify more with their ethnical group of origin; however, a tendency towards hybridisation is revealed as the length of stay increases. Diversely, those who present more self-identification with Catalonia and less with their origin, felt more comfortable in the receiving country. Expectations perceived from these young people point mainly towards the need to assimilate and abandon who they are in order to feel more at ease, an element that may encompass stressful psychological factors, resulting in discomfort and conflict. ; This work is part of two larger research projects and a grant funded by the Spanish Ministry of Economy and Business (reference number: EDU2014-54093-R, EDU2017-82479-R & IJCI-2016-28250) and the Agency for Management of University and Research Grants – AGAUR of the Government of Catalonia (reference number: 2017 SGR 322).

Following the arrival of a large number of immigrants in Catalonia (Spain), a series of language and educational policies focused on language uses, competences, and attitudes have been implemented with the aim to promote newcomers' social integration and to protect and maintain the regional language, Catalan. This study examines these key factors and how they relate to each other in the case of secondary education students of immigrant origin, also considering their L1 (Spanish or non-Spanish). Specifically, a comparison of the language attitudes, language uses, and competences in Catalan and Spanish of L1 Spanish and L1 non-Spanish participants revealed different patterns between the two groups, largely characterized by a preference for Spanish on the part of the former group. Furthermore, a moderated mediation model is proposed to explain how attitudes influence language competences through language use, as well as how these relationships vary depending on the L1. ; This work was supported by the Ministry of Economy and Competitiveness of Spain by the Grants EDU2014-54093-R, EDU2017-82479-R and IJCI-2016-28250; the Catalan Government's Agency for Management of University and Research Grants (AGAUR) by the Grant 2017 SGR 322.

Aragon is an autonomous community within Spain where, historically, three languages are spoken: Aragonese, Catalan, and Castilian Spanish. Both Aragonese and Catalan are minority and minoritised languages within the territory, while Castilian Spanish, the majority language, enjoys total legal protection and legitimation. The fact that we live in the era of the nation-state is crucial for understanding endangered languages in their specific socio-political context. This is why policies at macro-level and micro-level are essential for language maintenance and equality. In this article, we carry out an in-depth analysis of 57 documents: international and national legal documents, education reports, and education curricula. The aims of the paper are: (1) to analyse the current state of Aragonese language teaching in primary education in Aragon, and (2) to suggest solutions and desirable policies to address the passive bilingualism of Aragonese-speaking schoolchildren. We conclude that although Aragon is a trilingual community, education policy actually does not reflect this reality. There is also a need to implement language policies (bottom-up and top-down initiatives) to promote compulsory education in a minoritised language. We therefore propose a linguistic model that brings to the forefront minority languages. This study may contribute to research into Aragonese-Castilian bilingualism in contexts of possible language loss. ; This work was supported by the Ministry of Economy and Competitiveness of Spain by the Grants EDU2014-54093-R, EDU2017-82479-R and IJCI-2016-28250; the Catalan Government's Agency for Management of University and Research Grants (AGAUR) by the Grant 2017 SGR 322.

España se ha convertido en los últimos años en el mayor receptor de inmigrantes de la Unión Europea. Consecuentemente, sus hijos e hijas se han incorporado a nuestras escuelas planteando unos retos hasta hace poco desconocidos. Uno de ellos, y tal vez el que más preocupa al profesorado, se refiere al desarrollo de niveles de competencia lingüística suficientes para poder seguir una escolaridad vehiculada a través de una lengua que en muchas ocasiones tiene poco en común con la suya propia (L1). En este contexto, a partir de una muestra de 49 niños y niñas inmigrantes que fueron comparados con un grupo de 44 escolares autóctonos de su misma edad y nivel escolar, nuestro trabajo analiza el progreso en el conocimiento de la lengua castellana y la incidencia que en ello tienen factores como el tiempo de estancia en el país de acogida y la lengua familiar. Los resultados obtenidos apuntan a un proceso lento y complejo del que no queda excluido incluso aquel alumnado cuya lengua L1 coincide con variantes hispanoamericanas del castellano. ; Spain has recently become the largest immigrant-receiving country in the European Union. As a result, immigrant children are now entering the Spanish school system and are posing a set of challenges that were unknown until very recently. The one that probably worries teachers most is how to help their pupils achieve a level of linguistic competence that will allow them to follow teaching in a language that is often very different from their own L1. In this study, a sample of 49 immigrant boys and girls were compared to a group of 44 local pupils of the same age and school level. We analysed the progress in the knowledge of Spanish and the effect of factors such as the length of stay in the host country and the family language. The results obtained indicate that the process is long and complex, even in the case of pupils from Latin America whose L1 is Spanish.

Spain has recently become the main host country for immigrant citizens arriving in the European Union. As a result, immigrant children are being incorporated into the Spanish school system, therefore posing a set of challenges unknown until very recently. Teachers are mostly concerned about students' achievement of the necessary level of linguistic competence, as this is a key issue in order to successfully complete their schooling in a language that very often is different from their own L1. In this study, a sample of 49 immigrant boys and girls was compared to a group of 44 autochthonous students of the same age and school level. The analysis concentrated on the development of competence in Spanish, as well as on the role played by certain factors (such as length of stay in the host country or home language) in the acquisition of the language. The results obtained indicate that the process is a long and complex one, even when dealing with pupils whose L1 is a Latin American variety of Spanish. ; This work is part of a larger research project funded by the Spanish Ministry of Science and Innovation of Spain (project EDU2009-08669EDUC).