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Attitude and assertiveness in the classroom in the use of spoken Catalan.

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Title: Attitude and assertiveness in the classroom in the use of spoken Catalan.
Alternate Title: Actitud y asertividad en el aula en el uso de la lengua catalana oral.
Authors: Rius-Escudé, Agnès1 agnesrius@ub.edu, Royo i Bieto, Carles2 carles.royo@urv.cat, Mañas Navarrete, Iban3 iban.manas@uib.es
Source: Guiniguada. 2024, Vol. 33, p246-260. 15p.
Subject Terms: *Attitudes toward language, *Primary education, *Native language, *Assertiveness (Psychology), Catalan language, Undergraduate education
Abstract (English): This research analyses attitude and assertiveness in the use of spoken Catalan in the classroom by 44 Primary Education undergraduates from the University of Barcelona and the Rovira i Virgili University during their teaching practice in 34 schools the academic year 2021-2022. Quantitative and qualitative data were compared to determine the results of training in language assertiveness during the teaching practice, using an observation questionnaire completed by the school tutors before (Q1) and after the training (Q2). Quantitatively, there is a statistically significant difference between Q2 and Q1 in two of the four dimensions studied: the frequency with which Catalan is used and the language competence of the trainee teachers. Qualitatively, we analysed the strategies these trainees used to foster the use of Catalan in class: in Q2, we observe an increase in the more assertive strategies and a decrease in the less assertive ones. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Analizamos la actitud y la asertividad en el uso del catalán oral que muestran en el aula 44 alumnos del grado de Educación Primaria de la Universidad de Barcelona y de la Universidad Rovira i Virgili durante las prácticas de 2021-2022, en 34 escuelas. Se comparan datos cuantitativos y cualitativos de una acción formativa sobre asertividad lingüística, gracias a un cuestionario de observación que cumplimentaron dos veces los tutores de los centros educativos: antes de la acción formativa (Q1) y después (Q2). Cuantitativamente, existe una diferencia estadísticamente significativa entre el Q2 respecto al Q1 en dos de las cuatro dimensiones que hemos estudiado: la frecuencia de uso de la lengua catalana y la competencia lingüística de los futuros maestros. Cualitativamente, se analizan las estrategias que estos alumnos utilizan en el aula para fomentar el uso del catalán: se observa un aumento en el Q2 de las estrategias más asertivas y una disminución de las menos asertivas. [ABSTRACT FROM AUTHOR]
Copyright of Guiniguada is the property of Guiniguada and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 181638081
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Attitude and assertiveness in the classroom in the use of spoken Catalan.
– Name: TitleAlt
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  Data: Actitud y asertividad en el aula en el uso de la lengua catalana oral.
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  Data: <searchLink fieldCode="AR" term="%22Rius-Escudé%2C+Agnès%22">Rius-Escudé, Agnès</searchLink><relatesTo>1</relatesTo><i> agnesrius@ub.edu</i><br /><searchLink fieldCode="AR" term="%22Royo+i+Bieto%2C+Carles%22">Royo i Bieto, Carles</searchLink><relatesTo>2</relatesTo><i> carles.royo@urv.cat</i><br /><searchLink fieldCode="AR" term="%22Mañas+Navarrete%2C+Iban%22">Mañas Navarrete, Iban</searchLink><relatesTo>3</relatesTo><i> iban.manas@uib.es</i>
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  Data: <searchLink fieldCode="JN" term="%22Guiniguada%22">Guiniguada</searchLink>. 2024, Vol. 33, p246-260. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Attitudes+toward+language%22">Attitudes toward language</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Native+language%22">Native language</searchLink><br />*<searchLink fieldCode="DE" term="%22Assertiveness+%28Psychology%29%22">Assertiveness (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Catalan+language%22">Catalan language</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: This research analyses attitude and assertiveness in the use of spoken Catalan in the classroom by 44 Primary Education undergraduates from the University of Barcelona and the Rovira i Virgili University during their teaching practice in 34 schools the academic year 2021-2022. Quantitative and qualitative data were compared to determine the results of training in language assertiveness during the teaching practice, using an observation questionnaire completed by the school tutors before (Q1) and after the training (Q2). Quantitatively, there is a statistically significant difference between Q2 and Q1 in two of the four dimensions studied: the frequency with which Catalan is used and the language competence of the trainee teachers. Qualitatively, we analysed the strategies these trainees used to foster the use of Catalan in class: in Q2, we observe an increase in the more assertive strategies and a decrease in the less assertive ones. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Analizamos la actitud y la asertividad en el uso del catalán oral que muestran en el aula 44 alumnos del grado de Educación Primaria de la Universidad de Barcelona y de la Universidad Rovira i Virgili durante las prácticas de 2021-2022, en 34 escuelas. Se comparan datos cuantitativos y cualitativos de una acción formativa sobre asertividad lingüística, gracias a un cuestionario de observación que cumplimentaron dos veces los tutores de los centros educativos: antes de la acción formativa (Q1) y después (Q2). Cuantitativamente, existe una diferencia estadísticamente significativa entre el Q2 respecto al Q1 en dos de las cuatro dimensiones que hemos estudiado: la frecuencia de uso de la lengua catalana y la competencia lingüística de los futuros maestros. Cualitativamente, se analizan las estrategias que estos alumnos utilizan en el aula para fomentar el uso del catalán: se observa un aumento en el Q2 de las estrategias más asertivas y una disminución de las menos asertivas. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Guiniguada is the property of Guiniguada and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        PageCount: 15
        StartPage: 246
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      – SubjectFull: Attitudes toward language
        Type: general
      – SubjectFull: Primary education
        Type: general
      – SubjectFull: Native language
        Type: general
      – SubjectFull: Assertiveness (Psychology)
        Type: general
      – SubjectFull: Catalan language
        Type: general
      – SubjectFull: Undergraduate education
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      – TitleFull: Attitude and assertiveness in the classroom in the use of spoken Catalan.
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              Text: 2024
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