The Evolution of Language Acquisition in Immigrant Students in Catalonia: The Role of the Home Language

Autor/inn/en	Sansó, Clara; Navarro, José Luis; Huguet, Ángel
Titel	The Evolution of Language Acquisition in Immigrant Students in Catalonia: The Role of the Home Language
Quelle	In: Electronic Journal of Research in Educational Psychology, 13 (2015) 2, S.409-430 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Immigrants; Romance Languages; Language Proficiency; Second Language Learning; Sociolinguistics; Spanish; Psycholinguistics; Language Tests; Questionnaires; Secondary School Students; Native Language; Acculturation; Student Attitudes; Longitudinal Studies; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Romanische Sprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Soziolinguistik; Spanisch; Psycholinguistik; Language test; Sprachtest; Fragebogen; Sekundarschüler; Akkulturation; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Spanien
Abstract	Introduction: The development of immigrant students' language proficiency is one of the main challenges facing education professionals today. Our study was a longitudinal analysis of Catalan and Spanish language acquisition. Method: Participants were 72 immigrant students (27 Spanish speakers and 45 non-Spanish speakers) enrolled in compulsory secondary education in Catalonia (Spain). Two different instruments were applied: a sociolinguistic questionnaire and a parallel psycholinguistic test in Catalan and Spanish language. Results: Results indicate that the socioeducational context favors acquisition of both languages, and furthermore, it tends to equalize knowledge of these languages. Similarly, the home language variable lost its importance, as significant differences between Spanish- and non-Spanish speakers were not found. Conclusions: Beyond the connotations of language proficiency in the school context, these results may be an indication of this group's progressive adaptation to the host society. Furthermore, the results from Spanish- and non-Spanish speakers suggest that the Catalan context may diminish the initial significance of immigrant students' home language. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01