Migration and linguistic acculturation: socio-educational inclusion in the catalan school

• Autores: Ursula Hinostroza Castillo
• Directores de la Tesis: Ángel Huguet Canalis (dir. tes.), Cecilio Lapresta Rey (codir. tes.)
• Lectura: En la Universitat de Lleida ( España ) en 2023
• Idioma: español
• Tribunal Calificador de la Tesis: Jesús de la Fuente Arias (presid.), Clara Maria Sansó Galiay (secret.), Andreas P.j.victor Van Hooft (voc.)
• Programa de doctorado: Programa de Doctorado en Educación, Sociedad y Calidad de Vida por la Universidad de Lleida
• Menciones:
  • Internacional
• Calificación: Sobresaliente Cum Laude
• Materias:
  • Psicología
• Enlaces
  • Tesis en acceso abierto en: TDX
• Resumen

  • In the light of the latest migration flows, acculturation theory has been useful to analyze the linguistic and cultural changes produced by the contact of two or more cultures. Understanding these changes is a key factor to promote social cohesion, particularly in domains such as the educational one, where the arrival of a large number of immigrant students has required modifications to educational policies and practices. Aiming to do so, the present dissertation focuses on the general and linguistic acculturation orientations of local high-school students in the province of Lleida (Catalonia, Spain), as well as in the general acculturation orientations of students of immigrant origin. More specifically, it aims to identify the variables that determine the linguistic acculturation orientations of the majority group, to analyze the factors that shape them and the variables that predict a better school adjustment of students of immigrant origin. This doctoral dissertation follows a quantitative approach and is divided into 4 scientific papers. The first and second paper analyze the linguistic acculturation orientations of local students towards their Moroccan and Latin American peers, respectively. In addition, both articles also analyze the variables that could predict the adoption of each linguistic acculturation orientation. The third paper analyzes how cultural enrichment and perceived conflict mediates the acculturation orientations of local students towards their peers of Moroccan and Romanian origin. And finally, the fourth paper analyzes the role of perceived discrimination, acculturation orientations and intergroup contact in the school adjustment of students of immigrant background. The overall results point towards the need to re-assess or design new policies and educational practices that promote integration practices instead of assimilationist ones. Particularly, it was found the need to promote the use and value of minority languages and increase intergroup contact and perceived cultural enrichment. The implementation of educational practices such as translanguaging, and culturally responsive teaching are highly recommended.