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Acculturation strategies and attitudes and their relationship with the identification of descendants of migrants in the Catalan school context
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El aprendizaje de lenguas y las actitudes lingüísticas como herramientas para el empoderamiento y la integración de la mujer migrante
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Abstract:
El aprendizaje de lenguas es un proceso que forma parte de la realidad migrante de quienes llegan a un país cuya lengua(s) oficial(es) difiere de la propia materna. Entre las diversas variables que participan en este proceso están las actitudes lingüísticas. La influencia que estas ejerzan sobre el aprendiz puede situarlas como un elemento relevante, tal y como sucede con otros factores de carácter personal, como la edad y el origen. Profundizando en la dimensión más social de este proceso didáctico, la influencia de todas estas variables puede asociarse a términos como el empoderamiento y la integración, materializados en la realidad de las mujeres migrantes. El objetivo de este trabajo es constatar cuál es la influencia de las actitudes lingüísticas, la edad y el origen en el proceso de aprendizaje del español de este colectivo, así como en su integración en la sociedad de destino derivada, entre otros, del desarrollo de su capacidad de empoderamiento. Esa verificación parte de una revisión teórica de los conceptos anteriores y se desarrolla a través de un estudio cualitativo en forma de entrevistas en profundidad semiestructuradas. Estas se enmarcan en un contexto de enseñanza formal de español para mujeres migrantes no hispanohablantes de distintas edades y nacionalidades. Por medio de esta experiencia se determinan los efectos que las actitudes lingüísticas y las variables personales de edad y origen tienen en el desarrollo de la capacidad de empoderamiento e integración de la mujer migrante. ; Learning languages is a process that takes part in the reality of migrant people who arrives in a country whose official language(s) differs from their own first. Among the diverse variables that participate in this process linguistic attitudes are one of them. The influence that they exert on the learner sets them up as an important element in language learning experience, as well as it happens with other personal factors, such as age and origin. Delving into the most social part of this process, the influence from all these variables can be associated with other terms, such as empowerment and integration, realized in the context of migrant women as learners of their destination language. The aim of this study is to prove the influence of linguistic attitudes, age and origin in language learning of migrant women, as well as in their integration in the destination society, stem from, among others, the development of their empowerment ability. That verification starts from a theoretical review of the mentioned concepts and develops through a qualitative study in the form of semi-structured in depth interviews. These are demarcated in a context of formal teaching of Spanish language aimed at no native Spanish speaking migrant women with different ages and nationalities. By means of this experience will be determined the consequences that language attitudes and personal variables of age and origin have in the development of the empowerment ability and the integration of migrant woman.
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Keyword:
Actitud (Lingüística); actitudes lingüísticas; aprendizaje de lenguas; language learning; linguistic attitudes; Llenguatge i llengües--Ensenyament; migrant women; mujeres migrantes
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URL: http://hdl.handle.net/10459.1/71334
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Self-identifications of youth in Catalonia: a linguistic acculturation theory approach
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The differentiated role of language knowledge and linguistic acculturation strategies in the configuration of occupational aspirations: the case of the descendants of migrants in Western Catalonia
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Identity and linguistic acculturation expectations. The attitudes of Western Catalan high-school students towards Moroccans and Romanians
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Implicit language attitudes in Catalonia (Spain): investigating preferences for Catalan or Spanish using the Implicit Association Test
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Language attitudes towards Spanish and Catalan in autochthonous and immigrant families in Catalonia: analysing the correlation between student attitudes and their parents'
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Linguistic genocide or superdiversity: new and old language diversities, edited by Reetta Toivanen and Janne Saarikivi, Bristol, Multilingual Matters, 2016, 376 pp., ISBN 9781783096053
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The Legal Rights of Aragonese-Speaking Schoolchildren: The Current State of Aragonese Language Teaching (Spain)
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Identity, language, school, and social cohesion in a multicultural context: young romanians in the compulsory secondary education of Catalonia
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In: TDX (Tesis Doctorals en Xarxa) (2018)
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Language attitudes in a multilingual and multicultural context. The case of autochthonous and immigrant students in Catalonia
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In: TDX (Tesis Doctorals en Xarxa) (2018)
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Language attitudes, family language and generational cohort in Catalonia: new contributions from a multivariate analysis
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Opening perspectives from an integrated analysis: language attitudes, place of birth and self-identification
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Can language attitudes be improved? A longitudinal study of immigrant students in Catalonia (Spain)
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Attitudinal patterns of secondary education students in Catalonia. The direct and moderator effects of origin
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Redefining cultural identity through language in young Romanian migrants in Spain
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Identity, language, school, and social cohesion in a multicultural context: young romanians in the compulsory secondary education of Catalonia
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In: TDX (Tesis Doctorals en Xarxa) (2016)
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