Language Attitudes of Primary School Teachers in Vitoria-Gasteiz

Autor/in	Becker, Misha
Titel	Language Attitudes of Primary School Teachers in Vitoria-Gasteiz
Quelle	In: International Multilingual Research Journal, 14 (2020) 2, S.114-129 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Becker, Misha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2019.1697914
Schlagwörter	Foreign Countries; Bilingualism; Language Usage; Bilingual Education; Teacher Attitudes; Spanish; Elementary Secondary Education; Language Minorities; Elementary School Teachers; Immersion Programs; Teacher Characteristics; Language Proficiency; Family Environment; Motivation; English (Second Language); Global Approach; Identification (Psychology); Spain + Suchen Sie Ihr Suchwort? Ausland; Bilingualismus; Sprachgebrauch; Bilingual teaching; Bilingualer Unterricht; Lehrerverhalten; Spanisch; Sprachminderheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Immersionsprogramm; Language skill; Language skills; Sprachkompetenz; Familienmilieu; psychologische; Motivation (psychologisch); English as second language; English; Second Language; Englisch als Zweitsprache; Globales Denken; Spanien
Abstract	Vitoria-Gasteiz, the capital city of the bilingual Basque Autonomous Community of Spain, is a largely Spanish-speaking city: over 90% of the city's population claims Spanish as their native language and less than one-fifth of the city's adult population is bilingual in Basque and Spanish (compare with more than one-third of the population of San Sebastián). Nevertheless, enrollment in Basque immersion (Model D) schools has grown over the last three decades and continues to grow. As of the 2018-2019 school year, 80% of primary and secondary public school students in the Basque Autonomous Community were enrolled in Model D schools. The goal of this study was to investigate the linguistic attitudes of primary school teachers in different school models in Vitoria-Gasteiz for the purpose of identifying factors in the positive growth of Basque as a minority language, as well as current challenges for growth, in this sociolinguistically adverse environment. Results are then related to opportunities and challenges for other minoritized languages undergoing language revitalization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01