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[EN] The current health situation has led to a profound change towards the format in the framework of higher education. This change has implied an adaptation, often dysfunctional, of the evaluation processes. Recent research has shown how continuous formative assessment processes can be an effective alternative to adapting traditional assessment systems. This innovation proposes the application in virtual format of the peer feedback process as a formative evaluation measure in undergraduate students of the higher education system. The proposal is supported by a mixed study carried out in the Catalan higher educational context in which, using the virtual tool Sakai, the type of feedback issued and received by 442 participants was analyzed, 153 of whom participated in the longitudinal study and 9 in semi-structured interviews that delve into the benefits of the proposal. The results show how the peer feedback process increased the levels of self-regulation of learning and substantially improved the learning experience within the framework of virtual education. These results allow proposing the peer feedback process as a serious alternative to the traditional evaluation process in the field of online higher education., [ES] La situación sanitaria actual ha propiciado un profundo cambio hacia el formato en el marco de la educación superior. Este cambio ha implicado una adaptación, a menudo disfuncional, de los procesos de evaluación. Recientes investigaciones han mostrado como los procesos de evaluación formativa continuada pueden ser una alternativa eficaz a la adaptación de los sistemas de evaluación tradicional. En esta innovación se propone la aplicación en formato virtual del proceso de feedback entre iguales como medida de evaluación formativa en estudiantado de grado del sistema de enseñanza superior. La propuesta se apoya en un estudio mixto realizado en el contexto educativo superior catalán en el que, mediante la herramienta virtual Sakai, se analizó el tipo de feedback emitido y recibido por 442 participantes, 153 de los cuales participaron en el estudio longitudinal y 9 en entrevistas semiestructuradas en las que se profundiza sobre los beneficios de la propuesta. Los resultados muestran como el proceso de feedback entre iguales incrementó los niveles de autorregulación del aprendizaje y mejoró sustancialmente la experiencia de aprendizaje en el marco de la educación virtual. Estos resultados permiten proponer el proceso de feedback entre iguales como una alternativa seria al proceso de evaluación tradicional en el ámbito de la educación superior online.

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).

This paper investigates the attitudes towards English of autochthonous and immigrant students in Catalonia (Spain) by focusing on their region of origin and their language competence. The research examines the individual and the joint effect of both variables in the development of language attitudes. A questionnaire was administered to 954 students of Secondary Education. Results reveal that region of origin and language competence are influential in the development of language attitudes, and there is no joint effect when both variables are included in the same model. Attitudes towards English are predominantly favourable with significant differences between local and immigrant participants. Our results may contribute to a better understanding of the interplay between language and intercultural communication and its implications for education. Este artículo investiga las actitudes hacia el inglés de estudiantes autóctonos e inmigrantes en Cataluña, centrándose en la región de origen y la competencia lingüística. La investigación examina el efecto individual y conjunto de ambas variables en el desarrollo de actitudes hacia el inglés. Se utilizó un cuestionario con 954 alumnos de Educación Secundaria. Los resultados revelan la región de origen y la competencia lingüística influyen en las actitudes lingüísticas, aunque no hay un efecto conjunto cuando se analizan en el mismo modelo. Las actitudes hacia el inglés son claramente positivas, con diferencias entre los participantes locales y extranjeros. Nuestros resultados pueden contribuir a un mejor entendimiento de la relación entre el lenguaje y la comunicación intercultural así como de las implicaciones en educación.

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.

This paper analyses the language attitudes of autochthonous and immigrant families living in Catalonia towards Spanish and Catalan. The research is intended to assess the possible differences in the language attitudes of students and their parents towards the two languages spoken in Catalonia. The investigation takes a sample of 476 students and their families from several cities in Catalonia who answered an attitude questionnaire. The data were analysed with SPSS and t-tests were performed, with students reporting better attitudes towards Catalan and parents showing more favourable views on Spanish. Statistically significant differences were identified between local and immigrant participants, with non-Spanish families showing worse attitudes to Catalan than towards Spanish. A correlation was found between autochthonous students and their parents when it comes to language attitudes towards the two languages, suggesting that the family environment does have an impact on the development of language attitudes. However, this effect is less visible in the case of immigrant families, where social and educational elements could moderate the impact of language attitudes within the family. 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

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.

Catalonia is the Autonomous Community of Spain with the highest proportion of immigrant students. This study analyses the language attitudes of Catalan, as well as the possible explanatory variables for such attitudes, for a large sample with a high proportion of immigrant students and a great linguistic diversity. A questionnaire was given to 1206 second- and fourth-year secondary school students from which linguistic attitudes were evaluated. The questionnaire also evaluated the socio-cultural level and socio-professional level of the students’ families, age on arrival and length of stay of the immigrant students in the host country. Results show that most attitudes are favourable, although the rate of neutral attitudes is significant in all groups. It is seen as necessary to work specifically with Spanish-speaking students within the immigrant group, as they showed less favourable attitudes towards Catalan than the rest. The language spoken at home was significant with regard to attitudes towar...

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.

Resumen. Unos equilibrados usos lingüísticos por parte de los descendientes de migrados son un elemento clave de cara a su integración actual y futura. En este sentido, existe una corriente teórica que postula que un mayor grado de integración de estos jóvenes, revierte en un mayor conocimiento de las lenguas, unas más favorables actitudes y unos usos más equilibrados. Este mayor grado de integración es más fácil de alcanzar si se capitalizan las lenguas y culturas de origen, siendo una de las más efectivas vías la posibilidad de recibir formación de ellas. Centrados en Cataluña, la Educación Secundaria Obligatoria y el colectivo rumano, el presente artículo analiza los usos del catalán y del castellano en los ámbitos educativo y comunitario, en función de si se recibe o no formación de lengua y cultura de origen. Los resultados son fruto de la aplicación de un cuestionario sociolingüístico a un total de 131 jóvenes, que constituyen la totalidad de los que asisten al programa "Lengua, Cultura y Civilización Rumana" (20) y un grupo control que no lo hace (111). Los principales resultados muestran la influencia de recibir formación en lengua y cultura propia. En caso de los estudiantes que lo hacen, los usos lingüísticos son más equilibrados y utilizar una lengua no va en detrimento del uso de la otra. Lo contrario ocurre con los que no asisten al programa. Las principales conclusiones apuntan a que se debe incidir en medidas de este tipo, aunque no se deben olvidar otras acciones complementarias. A balance in linguistic uses by descendants of migrants is a key element for their current and future integration. In this sense, an existing theoretical framework postulates that, for these young people, a higher degree in integration reverts to a higher knowledge of these languages, more favourable attitudes, and more balanced uses. It is easier to attain this higher degree of integration when languages and cultures of origin are capitalised, and the possibility of receiving formation in them is one of the most effective ways to achieve it. In the context of Catalonia, compulsory secondary education and the Romanian community, this article analyses the uses of Catalan and Spanish in the fields of education and community, depending on whether they receive formation in language and culture of origin. A sociolinguistic survey is conducted to a total of 131 young participants, constituted by the whole group attending the program “Romanian Language, Culture and Civilisation” (20) and a control group who is not attending the program (111). The main results show the influence of receiving formation in language and culture of origin. In the case of participants who receive it, linguistic uses are more balanced, and using one language does not undermine the other. The opposite results appear in the group who does not attend the program. The main conclusions suggest that this kind of measures should be encouraged, although complementary measures should not be disregarded. Agradecimientos Este trabajo se ha realizado en el seno de los proyectos de investigación Las actitudes lingüísticas de los escolares provenientes de la inmigración. Un instrumento de integración socioeducativa y Aculturación y aculturación lingüística de los descendientes de migrados. Retos y potencialidades para el aprendizaje lingüístico y la inclusión lingüística y socioeducativa, subvencionados por el Ministerio de Economía, Industria y Competitividad del Gobierno de España (EDU2014-54093-R y EDU2017-82479-R). También, en el marco de los Ajuts de per donar suport a les activitats dels grups de recerca concedido al Grupo “Lengua y Educación” (2017SGR322). La Sra. Ester Caballé goza de un contrato predoctoral para la formación de doctores subvencionado por el Ministerio de Economía, Industria y Competitividad del Gobierno de España (BES-2015-074242). Agradecemos a la audiencia los comentarios y observaciones realizados.

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).

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.

Es bien conocida la relevancia que en los últimos años está teniendo el fenómeno de la inmigración en Cataluña (España). En consecuencia, nuestras escuelas se han transformado en centros donde la pluralidad étnica, religiosa, cultural y lingüística es cada día más evidente. Pero, a diferencia de otros territorios del Estado español, una de las características fundamentales de nuestro Sistema Educativo es su organización bajo los parámetros de la educación bilingüe. De esta manera, además de un profundo dominio del catalán, lengua propia de Cataluña y lengua usada como vehicular y de aprendizaje en la enseñanza, se persigue un buen conocimiento de la lengua castellana. En este contexto, diferentes estudios llevados a cabo en países con larga tradición en la recepción de inmigrantes, así como los escasos trabajos desarrollados en Cataluña y en el Estado español, ponen en evidencia el papel clave del dominio de la lengua de la escuela tanto de cara a garantizar el éxito escolar como para la integración y la cohesión social.Con este marco de fondo, nos situamos en el caso del Instituto de Educación Secundaria (IES) de Guissona, en la comarca de la Segarra (Cataluña), donde por circunstancias diversas el fenómeno migratorio ha sido muy importante a lo largo de la última década. El objetivo de nuestra investigación es el análisis de las competencias lingüísticas del alumnado de dicho centro, tomando como referencia el nivel de competencia lingüística de sus iguales autóctonos. En concreto, a partir de una muestra de 28 niños y niñas inmigrantes que fueron comparados con un grupo de 93 escolares autóctonos de su misma edad y nivel escolar, nuestro trabajo analiza el desarrollo de diferentes habilidades en lengua catalana y castellana.

A STUDY ON THE LANGUAGE ATTITUDES OF THE STUDENTS IN THE PRINCIPALITY OF ANDORRAFrom the direct relationship between language attitudes and language competences emerges the necessity of a good knowledge of the former if the long term aim is to improve the latter. This generally valid assertion seems even more obvious in the context of the European microstates, as they are more sensitive to the dynamics of a significantly reduced population. Such is the case of Andorra, characterized by a multilingual sociolinguistic context and an education design in accordance with that sociolinguistic profile. This study presents a quantitative analysis of the data collected through a questionnaire of language use and language attitudes conducted on 208 students (15-16 years old) in the 4th grade of Compulsory Secondary Education of the Escola Andorrana, Andorra’s public education system. The languages ??thoroughly analyzed in the questionnaire are Catalan (the official language), Castilian, French, English, Portuguese, and the mother tongues of the immigrant groups. The results obtained so far show clearly favorable attitudes of the students toward Catalan and English, results that are somewhat predictable in both cases, given the official status of the first one and the international importance of the second one. The generalized neutral attitudes toward French were surprising, as it is the language of instruction throughout the Primary and Secondary Education of Escola Andorrana. Finally, it must be stated that Portuguese, along with other languages present ??in the country received the least favorable evaluations.Keywords: Language attitudes, immigration, multilingualism, Principality of AndorraResumen.La relación directa entre actitudes lingüísticas y competencia lingüística hace necesario un buen conocimiento de las primeras si el objetivo, a largo plazo, es mejorar las segundas. Si dicha aserción resulta cierta en general, aún parece más evidente en el contexto de los microestados europeos, siendo más sensibles como son a las dinámicas de una población marcadamente reducida. Este es el caso del Principado de Andorra, caracterizado por un panorama sociolingüístico multilingüe, y por un mapa educativo en consonancia con dicho perfil sociolingüístico. El presente estudio muestra un análisis cuantitativo de los datos recogidos mediante un cuestionario de usos y actitudes lingüísticas con 208 alumnos (15-16 años de edad) de 4º curso de Educación Secundaria Obligatoria de la Escola Andorrana, sistema educativo público en Andorra. Las lenguas analizadas en detalle en el cuestionario son el catalán (lengua oficial del país), el castellano, el francés, el inglés, el portugués, así como las lenguas propias de los colectivos de origen inmigrante. Los resultados obtenidos hasta el momento muestran unas actitudes claramente favorables de los escolares hacia el catalán y el inglés, algo previsible en ambos casos, visto el estatus oficial de la primera y la relevancia internacional de la segunda. Sorprenden las actitudes neutras generalizadas respecto del francés, a pesar de ser lengua de instrucción a lo largo de las etapas de enseñanza primaria y secundaria de Escola Andorrana. Por último, cabe destacar que el portugués, junto con el resto de lenguas presentes en el país, recibe las valoraciones menos favorables.Palabras clave: Actitudes lingüísticas, inmigración, multilingüismo, Principado de Andorra

IMMIGRATION AND SCHOOL IN MULTILINGUAL CONTEXTS. THE CASE OF CATALONIA AND ANDORRAThe social changes in recent years have particularly affected Catalonia and Andorra. Both contexts, despite sharing the same interest in consolidating Catalan, manage differently the role of this language at education and institutional levels. Whereas in Catalonia, Catalan shares official status with Castilian, Andorra is the only country in the world where it is the official language. Anyway, both the geographical proximity to Spain and France, and the continuous migratory movements have led to the present reality in which this language coexists with Castilian, French and Portuguese. Specifically, official data from the Government of Andorra reveals that more than half of the population is of foreign origin, figures which correlate with the number of immigrant students. Similarly, Catalonia is the Spanish Autonomous Community with the highest number of immigrants, a fact that is highly reflected linguistically and culturally in schools, just as in the case of Andorra. These two territories also share the peculiarity of relying on education systems where besides Catalan, other vehicular languages ??are present. In this sense, while Catalonia promotes the bilingual education Catalan-Castilian, there are schools in Andorra which belong to three different educational systems: French, Spanish and Andorran, where the main language of instruction is the corresponding official language of each country. Within this background frame, to the extent to which students’ language attitudes are significant for language learning and self-identifications, this communication contextualized the social and educational realities of Catalonia and Andorra, two contexts where various studies focused on the analysis of the language attitudes of native and immigrant students were developed.Keywords: Immigration, plurilingualism, Catalonia, Andorra, bilingual education.Resumen.Los cambios sociales acontecidos en los últimos años han afectado de manera singular a Cataluña y Andorra. Ambos contextos, a pesar de compartir el mismo interés por consolidar la lengua catalana, gestionan de manera diferente el papel de dicha lengua a nivel educativo e institucional. Mientras que en Cataluña el catalán comparte cooficialidad con el castellano, el Principado de Andorra es el único país del mundo donde es la lengua oficial. En todo caso, la proximidad geográfica con España y Francia, junto con los continuos movimientos migratorios, ha llevado a dicha lengua a convivir con el castellano, el francés y el portugués. Concretamente, los datos oficiales del Govern d’Andorra determinan que más de la mitad de la población es de origen extranjero, cifras que se correlacionan, aproximadamente, con un el número de escolares inmigrantes. Por su parte, Cataluña es las Comunidad Autónoma española con el mayor número de extranjeros de toda España, peculiaridad que, tal y como sucede en el caso andorrano, se refleja lingüística y culturalmente en las escuelas de manera destacada. Dos territorios que, además, tienen la singularidad de ampararse en unos sistemas educativos donde además del catalán coexisten otras lenguas vehiculares. En este sentido, mientras que Cataluña fomenta la educación bilingüe catalán-castellano, en Andorra existen escuelas pertenecientes a tres sistemas educativos diferentes: el francés, el español y el andorrano, donde en cada uno de ellos la principal lengua de instrucción es la correspondiente a la oficial de cada país. Con este marco de fondo, en la medida en que las actitudes lingüísticas de los escolares son significativas en relación al aprendizaje lingüístico y las autoidentificaciones, la presente comunicación contextualiza las realidades sociales y educativas de Cataluña y Andorra, dos contextos donde se han desarrollado diversas investigaciones centradas en el análisis de las actitudes lingüísticas del alumnado autóctono e inmigrante.Palabras Clave: Inmigración, plurilingüismo, Cataluña, Principado de Andorra, Educación bilingüe.

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].

At the end of 2008, the Generalitat of Catalonia made to known the results of a new study. These data have re-opened the eternal debate about the linguistic competences of the Catalan students. Using this document, as a starting point, this paper pursues an analysis of the most outstanding information from the Study in relation to the stated linguistic abilities, emphasizing some of the most important challenges for the Educational System: to improve the levels of knowledge in Catalan, Spanish and foreign languages, and the need to look for a further equity among native and immigrant schoolchildren in the access to the languages of the school..

ResumenEspana, en general, y Cataluna, en particular, se han convertido en los ultimos anos en importantes receptores de inmigracion. En consecuencia, aquellos que se hallan en edad escolar, se han incorporado a los centros educativos planteando unos retos hasta hace poco desconocidos. Uno de ellos, y tal vez el que mas preocupa al profesorado, se refiere al desarrollo de niveles de competencia linguistica suficientes para poder seguir una escolaridad vehiculada a traves de lenguas que en muchas ocasiones tienen poco en comun con la suya propia (L1). Tal circunstancia, puede verse agravada en Comunidades que, al objeto de responder al bilinguismo social existente, organizan sus sistemas educativos bajo los parametros de la educacion bilingue.En este contexto, a partir de una muestra de 121 ninos y ninas que cursaban la Educacion Secundaria Obligatoria en un centro de Cataluna (93 autoctonos y 28 inmigrantes), nuestro trabajo analiza el progreso en el conocimiento de catalan y castellano entre los recien l...

ResumenEspana se ha convertido en los ultimos anos en el mayor receptor de inmigrantes de la Union Europea. Consecuentemente, sus hijos e hijas se han incorporado a nuestras escuelas planteando retos hasta hace poco desconocidos. Siendo conscientes de la importancia del dominio de la lengua de la escuela para lograr un buen rendimiento academico, no es menos relevante conocer las actitudes del alumnado inmigrante hacia estos codigos linguisticos y los colectivos sociales que a traves de ellos se expresan. En este contexto, utilizando una muestra de 390 estudiantes autoctonos y 180 estudiantes inmigrantes de la ESO, nuestro trabajo analiza las actitudes hacia el euskera y el castellano. De manera general, los resultados obtenidos nos permiten confirmar unas actitudes positivas hacia estas lenguas en el grupo analizado, pero esta afirmacion debe ser matizada en el sentido de que el area geografica de origen parece influir en las actitudes puestas de manifiestos por los escolares y es en el caso de los que p...

The study of language attitudes has proved vital in order to guarantee the success of any proposal for language teaching in schools. Nevertheless, in Aragon, a region of Northern Spain close to the Pyrenees, three regional languages coexist. The number of studies on this phenomenon is scarce, and we can only associate this lack of research with the absence of enthusiasm with which language attitudes have traditionally been treated. In this context, based on a sample of students in one of the four years of compulsory secondary education, the study has two objectives. First, attitudes towards the three languages present in the area are explicated (i.e. Aragonese, Spanish and Catalan), and are also approached in relation to the two other foreign languages that are more present in the curriculum (French and English). Secondly, the influence of some of the main factors causing these attitudes is analysed. A great diversity in the different linguistic areas of Aragon can be observed in our data, and th...

Bearing in mind the relevance of immigration in Spain, we consider the linguistic idiosyncrasy of the autonomous community of Catalonia in the present study to describe and analyse language attitudes to Catalan and Spanish in a sample of 225 students of immigrant origin living in different parts of the region. We focus on language attitudes in so far as they promote integration in the host society at the same time that they play a major role in the acquisition of the new language. Globally, the results obtained show positive attitudes to Catalan and Spanish. This however, has to be further clarified taking into consideration the fact that, geographical origin clearly determines the attitudes showed by students. As we will see, it is in the case of learners coming from Latin America that we find the most significant differences.

The introduction of the Spanish Constitution in 1978, together with the development of the Statutes of Autonomy in the autonomous communities, established the co-official status of the regional language alongside Spanish. In one of these communities, Catalonia, located on the north-west boundary of the Lleida province, is the Aran Valley, where three languages coexist: Occitan-Aranese (regional language), Catalan (Catalonia's co-official language) and Spanish. The Valley of Aran is an ideal setting to study the construction of their collective identity and its relation to the language in an intercultural setting. As a result of immigration and the gradual decrease in the population born in the region, intercultural contact takes place among clearly distinct groups. In this work we present an analysis of the development of the Aranese identity and of the role language plays in this process and the way this process influences intergroup relationships. The study is based on a perspective that considers that the influence of language on the creation of collective identity is not a categorical and universal phenomenon [Fernandez, M. A. (2000). Cuando los hablantes se niegan a elegir: monolinguismo e identidad multiple en la modernidad reflexiva. Estudios de Sociolinguistica 1 (1), 47–58; Siguan, M. (1996). L’Europa de les Llengues. Barcelona: Edicions 62]. Rather, we view language as a socially constructed means of expressing community membership. In this way, language plays an important part in the formation of Aranese identity, but the meaning given by the population to the language varies according to whether residents identify themselves or not with the Aranese world. At the same time, language also interferes in the relationship between the different groups living in the territory.

ResumenLa creciente llegada de inmigrantes a nuestras escuelas ha transformado los centros educativos y, cada dia con mayor intensidad, la pluralidad etnica, cultural y linguistica se hace mas y mas evidente.Si tal circunstancia es notoria a lo largo de los diversos territorios que conforman el Estado espanol, adquiere una singularidad especial en el caso de Cataluna, donde el Sistema Educativo se halla organizado bajo los parametros de la educacion bilingue. Probablemente, el presupuesto teorico mas importante que sustenta el modelo adoptado sea la Hipotesis de Interdependencia Linguistica, desarrollada por Jim Cummins a principios de los anos 80. Dicha Hipotesis plantea la idea de que, bajo determinadas condiciones, las habilidades adquiridas en una determinada lengua (Lx) pueden ser transferidas a otra (Ly).Con estas bases teoricas, tomando como referencia a un grupo de 121 escolares (93 autoctonos y 28 inmmigrantes) que fueron testados con sendas pruebas paralelas que permitian evaluar sus habilidades...

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]

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 study of the linguistic attitudes has been considered a key element when we pretend to guarantee the success of any proposal of treatment of the languages in the school. In spite of it, in the case of Aragon (Spain), where three languages are s p o ken along the terr i t o ry, the practical non-existence research in this way is only coherent with the lack of determination that the topic has been traditionally treaty. In this context, taking as a reference school children in Compulsory Secondary Education, our goal is twofold: 1) to describe the attitudes towards the languages in contact (Aragonese, Castilian-Spanish and Catalan), as well as the two foreign languages who are more present in the school curriculum (French and English), and 2) to analyze the incidence of some of the main factors that determine those attitudes. The heterogeneity among the linguistic areas in Aragon derived from our data, should take to a deep reflection about the future actions to undert a ke in the schools located in those that have been considered the classical linguistic Aragonese territories: the Aragonese speaking area, the Castilian-Spanish speaking area ant the Catalan speaking area.

From a legal and institutional point of view, the current situation of the different languages in Spain has a double basis: the fact that the Spanish Constitution acknowledges the country's multilingual and multicultural character, and the country's organisation into Autonomous Communities. Such a constitutional framework has made it possible for bilingual education to develop remarkably during the last 20 years in Spain. The fact that Autonomous Communities have a language of their own with full educational rights has generated an important number of bilingual educational programmes. Apart from the experiences of partial bilingual programmes in other territories, both Catalonia and the Basque Country now organise their education on the basis of fully bilingual criteria. Based on current statistics, the legal basis and social context in which minority languages are taught in schools is examined, the actions undertaken are assessed and some challenges for the future are put forward.

In the bilingual contexts of two regions of Spain, Asturias (Asturian/Spanish) and Eastern Aragon (Catalan/Spanish), and given the relationship between language attitudes and linguistic proficiency, our study has two objectives. Firstly, the attitudes to the two contact languages are described. Secondly, the variables that can explain such attitudes are studied. A questionnaire that had been successfully implemented in other areas was adapted and applied to a sample of 231 pupils in Asturias and 163 pupils in Eastern Aragon, all in their second year of secondary schooling (aged 13–14). In each case, the results showed globally favourable attitudes to both languages in contact, although these are determined by (1) a significant influence derived from attending Asturian lessons in Asturias or Catalan classes in Eastern Aragon and (2) the subjects' home language.

ResumenEn los ultimos anos Espana se ha convertido en uno de los principales destinos de los flujos migratorios hacia los paises desarrollados. Los procesos de reagrupamiento familiar, entre otras razones, han revertido en la presencia cada dia mas notable de alumnos y alumnas de diferentes origenes, lenguas y culturas en nuestras aulas. Esta situacion ha dado lugar a la aparicion de ciertas creencias sobre los mecanismos de adquisicion de la lengua de la escuela por parte de estos ninos y ninas, asi como sobre su incidencia en los resultados escolares obtenidos.En este articulo se revisan diversas investigaciones llevadas a cabo en paises con larga tradicion en la acogida de escolares inmigrantes, asi como algunos de los escasos trabajos desarrollados en nuestro pais, que nos muestran la complejidad del proceso de ensenanza-aprendizaje de una nueva lengua y, ligado a ello, en que medida el fracaso escolar afecta a este colectivo.En la actual monografia, se presentan cinco trabajos que abordan primordialm...

ResumenA partir de la relevancia que esta adquiriendo el fenomeno migratorio en nuestro pais, y considerando la singularidad linguistica de Cataluna, donde el sistema educativo se organiza de forma bilingue (catalan-castellano), lo que supone que una gran parte de los recien llegados deben adquirir dos segundas lenguas con un nivel de competencia semejante, en el trabajo se describen y analizan las actitudes linguisticas ante el catalan y el castellano de un grupo de 225 escolares de origen inmigrante de diversas comarcas de Lleida y de la comarca barcelonesa de Osona. La razon de centrar nuestra atencion en el tema de las actitudes linguisticas se debe a la importancia de estas de cara a promover una buena integracion en la sociedad receptora, al mismo tiempo que para destacar el importante papel que juegan en la adquisicion de una nueva lengua. De manera global, los resultados obtenidos nos permiten confirmar unas actitudes positivas hacia el catalan y el castellano en el grupo analizado, pero esta afir...