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Located in the province of Lleida (Catalonia, Spain), this study aims to identify and analyze the predictors of linguistic acculturation preferences of autochthonous high-school students toward their peers of Latin American descent. Autochthonous high-school students (N = 349) filled a questionnaire measuring linguistic acculturation and a series of linguistic and social-psychological variables (i.e. multicultural ideology, ethnic tolerance, attitudes toward minority languages, identification with Catalan culture and identification with Spanish culture). A k-means cluster analysis identified that autochthonous students endorse two linguistic acculturation preferences toward their Latin American peers: assimilation and multilingual preferences. Meanwhile, a logistic regression model found that participants with higher scores on attitudes toward minority languages have more likelihood to endorse a multilingual preference. The results highlight the importance and need to further work for a genuine intercultural educational model that allows the integration of Latin American students as well as of other minority groups. Particularly, this study found the importance of boosting the use of minority languages through educational approaches such as translanguaging and language architecture.

This study examines the relationship between language attitudes and language use from a social cognition perspective in the context of Catalonia, a culturally and linguistically diverse Spanish Autonomous Community that has been implementing social and educational measures to promote the use of its own language, Catalan. We examined how implicit and explicit measures of attitudes towards Catalan and Spanish predict self-reported language use and spontaneous language choice. Participants (N = 98) completed an Implicit Association Test (IAT), self-reports of language attitudes and use, and a spontaneous language choice. Although both implicit and explicit measures correlated with the behavioural measures, the results showed that the IAT had predictive and incremental validity. Moreover, a partial dissociation pattern of prediction was identified, underscoring the importance of including implicit measures of language attitudes, as they predict variance in behaviour above and beyond what is predicted by explicit measures.

This study explores factors influencing school adjustment in immigrant students in Catalonia, Spain. Low school adjustment levels can lead to failure or dropout, particularly among immigrant students. The research analyzes acculturation strategies, intergroup contact, perceived discrimination, and origin's impact on school adjustment. Students from African, Latin American, and European backgrounds completed a questionnaire, revealing four acculturation strategies: marginalization, assimilation to Catalan culture, integration, and assimilation to Catalan and Spanish cultures. A k-means cluster analysis identified these patterns. Linear regression highlighted intergroup contact, integration vs. marginalization, and integration vs. assimilation to Catalan culture as significant predictors. Higher intergroup contact scores correlated with improved school adjustment, while adopting integration or assimilation to Catalan culture predicted better adjustment compared to marginalization. Understanding and addressing these factors is vital for enhancing immigrant students' educational experiences and reducing the risk of academic challenges.