Angel Huguet - Academia.edu (original) (raw)

Papers by Angel Huguet

Language and Intercultural Communication, Feb 22, 2016

ABSTRACT Catalonia is the Autonomous Community of Spain with the highest proportion of immigrant ... more ABSTRACT 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 towards Catalan and Spanish, while the age on arrival and the length of stay were significant with regard to attitudes towards Catalan, English and the immigrants’ L1. These results allow for the potential implementation of educational interventions to improve the coexistence of these languages in school.

DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2014

Resumen Es bien conocida la relevancia que en los últimos años está teniendo el fenómeno de la in... more Resumen 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.

Multilingual Matters eBooks, 2007

Library of Congress Cataloging in Publication Data Multilingualism in European Bilingual Contexts... more Library of Congress Cataloging in Publication Data Multilingualism in European Bilingual Contexts: Language Use and Attitudes/Edited by David Lasagabaster and Angel Huguet. Multilingual Matters: 135 Includes bibliographical references. 1. MultilingualismEurope. 2. ...

Journal of Latinos and Education, Aug 12, 2022

UdL Open Repository (University of Lleida), 2016

Currently, a high number of immigrant students can be found in schools in the Spanish state in ge... more 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.

Journal of Multilingual and Multicultural Development, Mar 21, 2019

The inclusion process of young Romanians in Catalonia (Spain): The relationship between participa... more The inclusion process of young Romanians in Catalonia (Spain): The relationship between participating in classes of L1, self-identification, and life-satisfaction 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.

Frente al progresivo reconocimiento de los derechos de las diferentes minorías lingüísticas del E... more Frente al progresivo reconocimiento de los derechos de las diferentes minorías lingüísticas del Estado español, en el caso de Aragón no ha sido hasta recientemente que el debate sobre el papel de las lenguas minoritarias ha alcanzado cierta notoriedad. Más concretamente, la reforma del Estatuto de Autonomía aprobada en 2007 establece el mandato de desarrollar una Ley de Cortes que determine las zonas de uso predominante de las lenguas y modalidades propias de la región, así como otros aspectos relativos a su recuperación, promoción o enseñanza. En este contexto, el artículo presenta una taxonomía de los modelos de educación bilingüe y describe los resultados de diversos estudios centrados en el análisis de las actitudes lingüísticas manifestadas por los ciudadanos aragoneses. A partir de ello, se plantea una propuesta de educación bilingüe coherente con el conocimiento acumulado sobre el tema y ajustada a la realidad trilingüe de la Comunidad.

Journal of Multilingual and Multicultural Development, Sep 2, 2019

Located in Catalonia (Spain), and based on the Acculturation Theory applied to the field of lingu... more 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.

Revista De Psicodidactica, Oct 1, 2022

Revista de psicodidáctica, 2023

University of Pennsylvania Press eBooks, Dec 31, 2019

International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, Jan 30, 2017

From the direct relationship between language attitudes and language competences emerges the nece... more From 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 4 th 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.

Multilingual Matters eBooks, Dec 31, 2006

Language and Intercultural Communication, Jun 6, 2016

The effect of the generational cohort on language attitudes has hardly ever been studied. However... more The effect of the generational cohort on language attitudes has hardly ever been studied. However, especially in the bilingual territories in Spain, literature stresses the importance of being Spanish-speakers or non-Spanishspeakers in the construction of these attitudes. Focusing on the case of Catalonia (Spain), this paper is intended to analyze the impact of the family language and the generational cohort on the language attitudes towards Catalan and Spanish that is built by immigrant children (aged 14-16). The nature of the analysis carried out as a result of an attitude questionnaire answered by 527 young people, allows differentiating the effect of both variables individually when included in the same explanatory model. Results indicate that being Spanishspeaking or non-Spanish-speaking is influential in the construction of attitudes towards Spanish and towards Catalan. Moreover, the generational cohort is only influential for attitudes towards Catalan and when a migratory transit has been experienced or not. Since both variables are included in the same model, it is suggested that the effect of the generational cohort is moderated by being Spanish-speaking or not. The new perspectives opened up by these results are discussed as regards the promotion of intercultural communication and a common project of coexistence.

Analizamos el papel de la L1, sus usos y la valoración social de las lenguas en la construcción i... more Analizamos el papel de la L1, sus usos y la valoración social de las lenguas en la construcción identitaria de los jóvenes rumanos desde el interaccionismo simbólico y una perspectiva sociocultural en función de su asistencia o no al Programa de Lengua, Civilización y Cultura Rumana (LCCR). A través de entrevistas en profundidad y un análisis cualitativo, se estudian las trayectorias de 5 jóvenes que residen en Cataluña, un contexto multilingüe y multicultural. Los resultados muestran un progresivo abandono de la L1, utilizada en el contexto familiar y a la que atribuyen una dimensión emocional anclada en el origen. El factor tiempo, junto con las expectativas migratorias y la valoración social de las lenguas, condicionan la elección de la lengua de preferencia. Este proceso tiene consecuencias en la definición de identificaciones híbridas y en la consolidación del proceso de integración y la incidencia de asistir o no al Programa LCCR.

Language and Education, Dec 4, 2018

Following the arrival of a large number of immigrants in Catalonia (Spain), a series of language ... more 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 has 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. Language attitudes, use, and competences of students of immigrant origin in Catalan secondary education: a moderated mediation model 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 has 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.

Journal of Multilingual and Multicultural Development, Aug 16, 2020

In line with the increased interest in studying implicit language attitudes, this study aims to e... more 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.

Multilingual Matters eBooks, Dec 31, 2013

Applied Linguistics, Jan 28, 2023

Heritage Language Instruction (HLI) is a resource used in many immigration-receiving countries th... more Heritage Language Instruction (HLI) is a resource used in many immigration-receiving countries that allows students with an immigrant background to continue to be in contact with their Heritage Language (HL). However, many of the psycholinguistic effects of this instruction are still unknown. This study aims to provide an in-depth view of the effects of HLI on the development of the HL and the languages of the host country. For this purpose, the sample consisted of 108 students (20 HL learners, 88 controls) of Romanian origin who had emigrated to Catalonia. Their language skills in the phonetic, orthographic, morphosyntactic, lexical, and semantic domains were analysed using linear regression statistics and covariance analysis. The results showed that HLI exerted a mitigating effect on HL attrition, as well as a significant improvement of the linguistic competencies in the autochthonous languages. These results indicate that HLI is an effective tool in the psycholinguistic development of immigrant students, capable of facilitating their academic and social performance.