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

• Maria-Adelina Ianos ^[1] ; Ángel Huguet ^[1] ; Judit Janés ^[1] ; Cecilio Lapresta ^[1]
  1. [1] Universitat de Lleida

     Universitat de Lleida

     Lérida, España

     
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 20, Nº. 3, 2017, págs. 331-345
• Idioma: inglés
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• Dialnet Métricas: 5 Citas
• Resumen

  • This study explores changes in attitudes towards Catalan, Spanish, and English over a 2-year period, on the part of secondary education students of immigrant origin residing in Catalonia. It aims to provide new data by adopting a longitudinal design and by focusing on the immigrant population, which has raised new challenges for the Catalan society and education system. Data were collected from 72 secondary education students who answered a language attitudes questionnaire twice, at a 2-year interval. The instrument chosen has been successfully used in the area previously [Huguet, Janés, and Chireac. 2008 Huguet, Á., J. Janés, and S. M. Chireac. 2008. “Mother Tongue as a Determining Variable in Language Attitudes. The Case of Immigrant Latin American Students in Spain.” Language and Intercultural Communication 8 (4): 246–260. doi:10.1080/14708470802303082.

    [Taylor & Francis Online], [Web of Science ®], [Google Scholar] . “Mother Tongue as a Determining Variable in Language Attitudes. The Case of Immigrant Latin American Students in Spain.” Language and Intercultural Communication 8 (4): 246–260; Madariaga, Huguet, and Lapresta. 2013 Madariaga, J. M., Á. Huguet, and C. Lapresta. 2013. “Attitudes, Social Pressure and Inclusive Education in Classrooms with Cultural and Linguistic Diversity.” Educación XXI 16 (1): 305–328. doi:10.5944/educXX1.16.1.728.

    [CrossRef], [Web of Science ®], [Google Scholar] . “Attitudes, Social Pressure and Inclusive Education in Classrooms with Cultural and Linguistic Diversity.” Educación XXI 16 (1): 305–328]. The findings showed that attitudes towards Catalan improved, while attitudes towards Spanish and English remained stable, based on which we discuss the strength of language attitudes in this particular context. Furthermore, the socio-demographic and affective variables traditionally investigated as determinants of language attitudes were not found to influence the processes of attitude change.