Interpreting Differences in Parental Encouragement to learn the host language: California and Catalonia Compared
Résumé
Este artículo está basado en un subconjunto de datos recogidos en el marco de una investigación predoctoral binacional en relación a las medidas de estímulos por parte de los estímulos paternos comparando grupos de estudiantes de procedencia inmigrante en Cataluña (España) como España (Estados Unidos) (n=233). Los resultados de los ANOVA sobre estos estímulos parentales hechos con datos procedentes de estudiantes autóctonos y los inmigrantes de primera y segunda generación muestran una disminución de los puntuaciones entre los participantes de origen inmigrante en California mientras que se evidencia un incremento en los de Cataluña. La hipótesis propuesta es que en Cataluña los padres recién llegados tardan en darse cuenta de la importancia del catalán, a diferencia de EEUU, donde los padres de los estudiantes recién llegados son conscientes de la importancia de aprender el inglés. Sin embargo, se necesitan más datos para confirmar esta hipótesis. Por lo que los resultados se combinan con una revisión de los estudios recientes para argumentar la necesidad de aportar más datos empíricos sobre cómo los alumnos perciben las actitudes de los padres inmigrantes hacia el aprendizaje de la L2, especialmente en Cataluña.Mots-clés
Actitudes de los padres, estímulo de los padres, alumnos de origen inmigrante, la motivación de aprender lenguas, L2Références
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