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Linguistic integration of Latin American immigrants in Catalonia and their responses to the implementation of educational language policies

Linguistic integration of Latin American immigrants in Catalonia and their responses to the implementation of educational language policies
Linguistic integration of Latin American immigrants in Catalonia and their responses to the implementation of educational language policies
This study explores the connections between language policy implementation in three Barcelona-area secondary schools and the language attitudes and behaviors of Spanish-speaking Latin American newcomers. Data were collected through interviews and ethnographic participant observation document indexes of different forms of language socialization processes and highlight the role of teachers and of ‘Reception Classes’ (RCs) in which students receive Catalan language support. Different RC models and placements of the RC in the school have effects on those processes and the students’ attitudes toward Catalan and schooling. Deficient models result from lack of institutional support and unfavorable conditions of the RC in the school. Positive models result from individual teacher initiative and commitment to move beyond basic language teaching and include broader social and academic objectives for newcomers. We conclude that language policy meeting goals requires consistent commitment at all levels from policy-makers to individual teachers.
catalan, immigration, language attitudes, language policy, secondary school, language socialization
1367-0050
195-209
Newman, Michael
d0f59a8b-2f83-41e2-b518-65c87a42556d
Patiño-Santos, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7
Trenchs-Parera, Mireia
6d3ec093-25bb-405f-8595-52fb355a02e0
Newman, Michael
d0f59a8b-2f83-41e2-b518-65c87a42556d
Patiño-Santos, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7
Trenchs-Parera, Mireia
6d3ec093-25bb-405f-8595-52fb355a02e0

Newman, Michael, Patiño-Santos, Adriana and Trenchs-Parera, Mireia (2013) Linguistic integration of Latin American immigrants in Catalonia and their responses to the implementation of educational language policies. [in special issue: Catalan in the Twenty-First Century] International Journal of Bilingual Education and Bilingualism, 16 (2), 195-209. (doi:10.1080/13670050.2012.720669).

Record type: Article

Abstract

This study explores the connections between language policy implementation in three Barcelona-area secondary schools and the language attitudes and behaviors of Spanish-speaking Latin American newcomers. Data were collected through interviews and ethnographic participant observation document indexes of different forms of language socialization processes and highlight the role of teachers and of ‘Reception Classes’ (RCs) in which students receive Catalan language support. Different RC models and placements of the RC in the school have effects on those processes and the students’ attitudes toward Catalan and schooling. Deficient models result from lack of institutional support and unfavorable conditions of the RC in the school. Positive models result from individual teacher initiative and commitment to move beyond basic language teaching and include broader social and academic objectives for newcomers. We conclude that language policy meeting goals requires consistent commitment at all levels from policy-makers to individual teachers.

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e-pub ahead of print date: 18 September 2012
Published date: 2013
Keywords: catalan, immigration, language attitudes, language policy, secondary school, language socialization
Organisations: Modern Languages

Identifiers

Local EPrints ID: 353039
URI: http://eprints.soton.ac.uk/id/eprint/353039
ISSN: 1367-0050
PURE UUID: 81acfe7b-5690-4e4d-ad1f-3a43afbdaef2
ORCID for Adriana Patiño-Santos: ORCID iD orcid.org/0000-0003-1950-3954

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Date deposited: 13 Sep 2013 15:57
Last modified: 15 Mar 2024 03:46

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Contributors

Author: Michael Newman
Author: Mireia Trenchs-Parera

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