Linguistic and Cultural Rights of Immigrant Students in Catalonia: Perspectives and Practices of Educators in Four Elementary Schools

Autor/inn/en	Reese, Leslie; Silva, Patricia; Antúnez, Serafín; del-Arco, Isabel
Titel	Linguistic and Cultural Rights of Immigrant Students in Catalonia: Perspectives and Practices of Educators in Four Elementary Schools
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 2, S.224-241 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reese, Leslie) ORCID (Silva, Patricia) ORCID (Antúnez, Serafín) ORCID (del-Arco, Isabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1456511
Schlagwörter	Immigrants; Immersion Programs; Civil Rights; Geographic Regions; Teacher Attitudes; Administrator Attitudes; Elementary School Students; Urban Areas; Social Integration; Educational Policy; Romance Languages; Language Usage; Language of Instruction; Native Language; Cultural Activities; School Segregation; Teaching Methods; Second Language Learning; Second Language Instruction; Foreign Countries; Bilingualism; Language Minorities; Spain + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Immersionsprogramm; Bürgerrechte; Grundrechte; Zivilrecht; Lehrerverhalten; Urban area; Stadtregion; Soziale Integration; Politics of education; Bildungspolitik; Romanische Sprache; Sprachgebrauch; Teaching language; Unterrichtssprache; Cultural activity; Kulturelle Aktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Bilingualismus; Sprachminderheit; Spanien
Abstract	A growing and increasingly diverse immigrant population in Spain, and in particular in the region of Catalonia, places new and challenging demands on the educational system. In this study, we use a minority language rights framework to examine how Catalan educators conceptualize the linguistic and cultural rights of immigrant students, and the instructional and organizational practices they use to respond to the needs of these students within Catalan immersion programs. Interviews with teachers and principals and observations in classrooms and schoolyards were carried out in four elementary schools in two urban areas in Catalonia. Findings indicated that educators were adhering to a policy focus on the goal of social cohesion through Catalan language use and instruction; however, neither instructional strategies for non-native speakers of Catalan, nor use of their home languages for instructional support, were much in evidence. Although occasional efforts were reported to recognize students' home cultures in celebrations and activities at school, educators tended to view the home cultures in largely deficit terms. De facto segregation in schools serving almost exclusively immigrant students was identified by educators as a challenge both for elementary school instruction and for subsequent social integration of immigrant youth into Catalan society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01