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Linguistic Acculturation Preferences of Autochthonous Students toward Their Latin American Peers in Western Catalonia

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Title: Linguistic Acculturation Preferences of Autochthonous Students toward Their Latin American Peers in Western Catalonia
Language: English
Authors: Ursula Hinostroza-Castillo (ORCID 0000-0001-9282-4012), Ángel Huguet (ORCID 0000-0002-0355-4901), Judit Janés (ORCID 0000-0002-7870-0547), Cecilio Lapresta-Rey (ORCID 0000-0002-3411-7077)
Source: Journal of Latinos and Education. 2024 23(1):118-131.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Language Attitudes, Language Usage, Acculturation, Preferences, Latin Americans, Peer Relationship, Spanish, Language Minorities, Romance Languages, Predictor Variables, High School Students, Self Concept, Multilingualism, Language Variation, Teaching Methods, Code Switching (Language), Foreign Countries
Geographic Terms: Spain
DOI: 10.1080/15348431.2022.2110106
ISSN: 1534-8431
1532-771X
Abstract: Located in the province of Lleida (Catalonia, Spain), this study aims to identify and analyze the predictors of linguistic acculturation preferences of autochthonous high-school students toward their peers of Latin American descent. Autochthonous high-school students (N = 349) filled a questionnaire measuring linguistic acculturation and a series of linguistic and social-psychological variables (i.e. multicultural ideology, ethnic tolerance, attitudes toward minority languages, identification with Catalan culture and identification with Spanish culture). A k-means cluster analysis identified that autochthonous students endorse two linguistic acculturation preferences toward their Latin American peers: assimilation and multilingual preferences. Meanwhile, a logistic regression model found that participants with higher scores on attitudes toward minority languages have more likelihood to endorse a multilingual preference. The results highlight the importance and need to further work for a genuine intercultural educational model that allows the integration of Latin American students as well as of other minority groups. Particularly, this study found the importance of boosting the use of minority languages through educational approaches such as translanguaging and language architecture.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1407145
Database: ERIC
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  Value: <anid>AN0174756765;hd001jan.24;2024Jan16.02:54;v2.2.500</anid> <title id="AN0174756765-1">Linguistic Acculturation Preferences of Autochthonous Students Toward Their Latin American Peers in Western Catalonia </title> <p>Located in the province of Lleida (Catalonia, Spain), this study aims to identify and analyze the predictors of linguistic acculturation preferences of autochthonous high-school students toward their peers of Latin American descent. Autochthonous high-school students (N = 349) filled a questionnaire measuring linguistic acculturation and a series of linguistic and social-psychological variables (i.e. multicultural ideology, ethnic tolerance, attitudes toward minority languages, identification with Catalan culture and identification with Spanish culture). A k-means cluster analysis identified that autochthonous students endorse two linguistic acculturation preferences toward their Latin American peers: assimilation and multilingual preferences. Meanwhile, a logistic regression model found that participants with higher scores on attitudes toward minority languages have more likelihood to endorse a multilingual preference. The results highlight the importance and need to further work for a genuine intercultural educational model that allows the integration of Latin American students as well as of other minority groups. Particularly, this study found the importance of boosting the use of minority languages through educational approaches such as translanguaging and language architecture.</p> <p>Keywords: Multicultural education; latino/a children and families; languages; Spanish; bilingual education; sociolinguistics</p> <hd id="AN0174756765-2">Introduction</hd> <p>Acculturation processes affect immigrants' life satisfaction and their psychosocial adaptation (Yaǧmur & van de Vijver, [<reflink idref="bib70" id="ref1">70</reflink>]). Within an educational domain, the acculturation strategy adopted by students of immigrant origin shapes their academic success and social adaptation (Haenni Hoti et al., [<reflink idref="bib29" id="ref2">29</reflink>]), as well as their life outcomes (Schachner et al., [<reflink idref="bib63" id="ref3">63</reflink>]). Nevertheless, immigrant students' choices are not only shaped by individual aspects but also by a series of contextual factors, such as the host society's preferences, educational practices and policies (Schachner et al., [<reflink idref="bib62" id="ref4">62</reflink>]).</p> <p>In educational settings, preferences of the host society are usually focused on teacher and autochthonous peers' perception (Van Praag et al., [<reflink idref="bib68" id="ref5">68</reflink>]). These preferences have been found to be influenced by attitudes toward cultural diversity and immigration, multicultural ideology, ethnic tolerance and attitudes toward minority languages (Richardson et al., [<reflink idref="bib55" id="ref6">55</reflink>]; Van Osch & Breugelmans, [<reflink idref="bib67" id="ref7">67</reflink>]), as well as identification toward an ethnolinguistic group (Montaruli, Bourhis, Azurmendi et al., [<reflink idref="bib43" id="ref8">43</reflink>]). Additionally, contextual factors, such as the multilingualism and multiculturalism of a society (Roccas & Brewer, [<reflink idref="bib56" id="ref9">56</reflink>]) and ethnic composition and density (Jurcik et al., [<reflink idref="bib33" id="ref10">33</reflink>]) could also shape one's acculturation preferences.</p> <p>Language and race play an important role on acculturation processes. The power dynamics between the host language(s) and the minority languages as well as of the racial affiliation of both autochthonous and minority members will shape the acculturation outcomes, including the acculturation preferences. These two aspects are especially relevant for the Educational system of the Autonomous Community of Catalonia (Spain), which has Catalan and Spanish as official languages and Catalan as language of instruction at schools. Moreover, Catalonia's linguistic repertoire does not limit to Spanish and Catalan, major sociodemographic changes resulting from the migratory movements initiated at the end of the past century has turned Catalonia into a multilingual territory. The largest communities settled in Catalonia are from the Maghreb region, Romania, and Latin American countries (Institut d'estadística de Catalunya [IDESCAT], [<reflink idref="bib31" id="ref11">31</reflink>]). As these communities differ with respect to cultural distance and social valuation (Bobowik & Basabe, [<reflink idref="bib8" id="ref12">8</reflink>]; Briones et al., [<reflink idref="bib12" id="ref13">12</reflink>]; López-rodríguez, Cuadrao, et al., [<reflink idref="bib38" id="ref14">38</reflink>]; Oliveau et al., [<reflink idref="bib51" id="ref15">51</reflink>]) it is important to acknowledge the heterogeneity of the immigrant population and analyze each group separately. Aiming to broaden the current research that has focused on the preferences toward Romanian and Moroccan students (Sáenz-Hernández et al., [<reflink idref="bib60" id="ref16">60</reflink>], [<reflink idref="bib61" id="ref17">61</reflink>]), the main objective of this work is to identify and analyze the linguistic acculturation preferences and predictors of autochthonous students toward their Latin American peers in the province of Lleida.</p> <hd id="AN0174756765-3">Acculturation, language, and race in the educational field</hd> <p>Acculturation understood as the phenomenon that takes place when two or more cultures get in contact, considers language as a key aspect (Redfield et al., [<reflink idref="bib54" id="ref18">54</reflink>]). Within the different models of acculturation, the Interactive Acculturation Model (IAM) proposed by Bourhis et al. ([<reflink idref="bib10" id="ref19">10</reflink>]) considers language as the carrier of culture and so it claims that the process of acculturation allows to understand the changes in linguistic behavior such as language shift and loss and linguistic integration. The IAM, which is rooted on Berry's classic acculturation model (Berry, [<reflink idref="bib4" id="ref20">4</reflink>]) claims the following typology of acculturation preferences: (<reflink idref="bib1" id="ref21">1</reflink>) multilingual[<reflink idref="bib1" id="ref22">1</reflink>] high adoption of the host language as well as high maintenance of the heritage language, (<reflink idref="bib2" id="ref23">2</reflink>) assimilation: high adoption of the host language and relatively low maintenance of the heritage language, (<reflink idref="bib3" id="ref24">3</reflink>) segregation: low adoption of the host language and high maintenance of the heritage language, (<reflink idref="bib4" id="ref25">4</reflink>) exclusion: low adoption of the host language as well as low conservation of the heritage culture, and (<reflink idref="bib5" id="ref26">5</reflink>) individualism: this preferences is exclusive from this model and portrays the preference of identifying as individuals rather than part of the minority or majority group (Montreuil & Bourhis, [<reflink idref="bib44" id="ref27">44</reflink>]).</p> <p>Previous studies have found that members of the host society tend to endorse assimilation preferences toward their immigrant peers (Piontkowski et al., [<reflink idref="bib53" id="ref28">53</reflink>]; Richardson et al., [<reflink idref="bib55" id="ref29">55</reflink>]; Van Osch & Breugelmans, [<reflink idref="bib67" id="ref30">67</reflink>]). The educational domain is no exception, teachers consider assimilation as the best acculturation strategy as it allows students to have better educational and social outcomes (Figgou & Baka, [<reflink idref="bib18" id="ref31">18</reflink>]; Van Praag et al., [<reflink idref="bib68" id="ref32">68</reflink>]). These beliefs may end up making students to feel pressured to assimilate. In fact, assimilation seems to be the predominant acculturation strategy chosen by students of immigrant origin (Figgou & Baka, [<reflink idref="bib18" id="ref33">18</reflink>]; Nwosu & Barnes, [<reflink idref="bib50" id="ref34">50</reflink>]).</p> <p>As clearly stated, language is an inherent component of acculturation. While language is essential for understanding the acculturation process, race is another factor that cannot be understood away from language, especially when analyzing processes that involve immigrant students.</p> <p>Race and language are intertwined, they emerge from one another (García et al., [<reflink idref="bib22" id="ref35">22</reflink>]). Additionally, languages are socially constructed, as its speakers continuously transform them. Thus, the importance of considering sociohistorical aspects when analyzing the relationship between them (Flores & Rosa, [<reflink idref="bib20" id="ref36">20</reflink>]). Language and race co-naturalization is greatly rooted on European colonialism and it has been used as the foundation for the construction of modernity and the European national project (Rosa & Flores, [<reflink idref="bib58" id="ref37">58</reflink>]). This co-naturalization in which languages are understood as a separate object linked with particular racial groups, supports a language hierarchy in which whiteness and European languages are on top of it. Decolonial approaches challenge and question these raciolinguistic ideologies founded on colonial distinctions between Europeanness and Othered non- Europeanness (Flores & Rosa, [<reflink idref="bib20" id="ref38">20</reflink>]).</p> <p>A common raciolinguistic ideology that has permeated educational practices with minority students, is the idea of language appropriateness, more specifically what is known as academic language. In general terms, low-income immigrant students are depicted as lacking academic language; nonetheless what is understood as academic language does not follow objective and empirical linguistic practices but rather is a raciolinguistic ideology which poses minorities languages practices as inherently deficient (Flores, [<reflink idref="bib19" id="ref39">19</reflink>]; García et al., [<reflink idref="bib22" id="ref40">22</reflink>]). Instead of promoting language appropriateness, Flores ([<reflink idref="bib19" id="ref41">19</reflink>]) proposes to adopt the perspective of language architecture. This perspective frames the languages used by minority students as integral to their academic development, thus it encourages teachers to step away from dichotomous practices rooted on academic language and instead focus on helping students make connections between their existing knowledge and academic requirements.</p> <p>Along with language architecture, García et al. ([<reflink idref="bib22" id="ref42">22</reflink>]) proposes a pedagogical approach known as translanguaging which main aim is to embrace the vast complexity and heterogeneity of languages practices, eliminating language hierarchies and the understanding of languages as separate entities. Thus, this approach encourages educators to enable bilingual students to use their entire linguistic repertoire in order to build their knowledge and understandings.</p> <p>Recent qualitative studies on the Catalan context show how present are raciolinguistic ideologies in educational practices. More specifically they have found that heritage languages are side-lined in academic settings, prioritizing local languages such as Catalan (Sáenz-Hernández et al., [<reflink idref="bib61" id="ref43">61</reflink>]). In this context, the imposition of Catalan is used as a raciolinguistic ideology which equals Catalan to whiteness and hence questions the ability of students of immigrant background to speak Catalan, despite their real linguistic proficiency (Khan & Gallego-Balsà, [<reflink idref="bib34" id="ref44">34</reflink>]). This ideology is rooted on discourses which legitimate heritage languages but only in private domains and discourages it or even punishes them on educational contexts. This explains why in some settings Catalan is considered as the only legitimate language and a sign of integration (Sáenz-Hernández et al., [<reflink idref="bib61" id="ref45">61</reflink>]; Sáenz-Hernández et al., [<reflink idref="bib60" id="ref46">60</reflink>]).</p> <hd id="AN0174756765-4">Predictors of linguistic acculturation preferences</hd> <p>Perceptions of the majority group toward the minority group shape the majority's attitudes and hence their acculturation preferences. According to the IAM model, the acculturation preferences of the majority group are influenced by the valuation toward the minority group (Bourhis et al., [<reflink idref="bib10" id="ref47">10</reflink>]). Majority members are more likely to adopt an integration preference with valued groups and more likely to endorse an assimilation, segregation or even marginalization preference with devalued groups (Briones & Tabernero, [<reflink idref="bib11" id="ref48">11</reflink>]; Montreuil & Bourhis, [<reflink idref="bib45" id="ref49">45</reflink>]; Ordóñez-carrasco et al., [<reflink idref="bib52" id="ref50">52</reflink>]; Piontkowski et al., [<reflink idref="bib53" id="ref51">53</reflink>]; Rojas et al., [<reflink idref="bib57" id="ref52">57</reflink>]). This hypothesis posits that minority groups are valued according to their closeness in aspects such as culture, religion and language (Montreuil & Bourhis, [<reflink idref="bib44" id="ref53">44</reflink>]).</p> <p>Along this line, Van Osch and Breugelmans ([<reflink idref="bib67" id="ref54">67</reflink>]) found that Dutch participants were more supportive of multiculturalism toward minority groups that were perceived as less different, less threatening, warmer and more competent. Further supporting the relationship between majority's perception, acculturation preferences, multicultural ideology, and ethnic tolerance; a study carried out in the Republic of North Ossetia-Alania identified that perceived security from the Ossetians toward Russians, are linked to higher scores on multiculturalism, tolerance and mutual integration (Galyapina & Lebedeva, [<reflink idref="bib21" id="ref55">21</reflink>]).</p> <p>On the same way, further studies of security's perception, have also found that cultural security predicted integration attitudes, tolerance and social equity (Lebedeva & Tatarko, [<reflink idref="bib37" id="ref56">37</reflink>]). Nonetheless, equity by itself is not enough to promote integration attitudes and multiculturalism; according to Berry ([<reflink idref="bib6" id="ref57">6</reflink>]) is necessary to both have equity and diversity, as diversity without equality will be translated in segregation preferences and equality without diversity may lead to assimilation preferences and strategies.</p> <p>Studies have also identified that multicultural ideology is negatively correlated with strong ingroup identification (Van Osch & Breugelmans, [<reflink idref="bib67" id="ref58">67</reflink>]). Strong identification with a single ethnic group has been linked to less welcoming attitudes toward outgroups (Montaruli et al. [<reflink idref="bib42" id="ref59">42</reflink>]). Thus, people with strong single ethnic identification have more likelihood to endorse assimilation, segregation and exclusion preferences toward other cultural groups; meanwhile people with dual identification are more likely to endorse an integration preference (Bourhis & Dayan, [<reflink idref="bib9" id="ref60">9</reflink>]; Montreuil & Bourhis, [<reflink idref="bib44" id="ref61">44</reflink>]).</p> <p>Studies carried out in the Basque country have shown similar results when addressing ethnolinguistic identification. Three types of identities have been identified in this context: monolinguals which can be either Spanish identity or Basque identity and bilinguals- biculturals (Montaruli et al., [<reflink idref="bib43" id="ref62">43</reflink>]). Differences were found depending on their ethnolinguistic identity. It was found a pattern of ingroup favoritism in all participants as well as it was identified that Basque identifiers tend to have more bicultural patterns than Spanish identifiers (Garcia et al., [<reflink idref="bib23" id="ref63">23</reflink>]). Moreover, it was also found that strong autonomous identifiers tend to have less welcoming acculturation preferences than bilinguals and that Basque identifiers and Spanish identifiers tend to have more problematic relationship among them, meanwhile dual identifiers usually play the role of language brokers and promote multiculturalism (Montaruli et al., [<reflink idref="bib42" id="ref64">42</reflink>]).</p> <p>Similar results have been found in Catalonia. Sáenz-Hernández et al. ([<reflink idref="bib60" id="ref65">60</reflink>]) study explores the linguistic acculturation preferences of autochthonous young people toward Moroccans and Romanians and found that bicultural identification was a predictor of multilingual profiles. Assimilation and separation scores were also relatively high, and the participants favored the language they identified with for assimilation. In general, there was no difference between the answers regarding Moroccans and Romanians except by the fact that adopting a Catalan identity or bicultural identity predicted lower marginalization scores toward Moroccans.</p> <hd id="AN0174756765-5">Latin Americans in Spain</hd> <p>The historical relationship between Spain and Latin America has mediated the immigration fluxes among both regions (Ballesteros et al., [<reflink idref="bib2" id="ref66">2</reflink>]). The latest Latin American migration phenomenon toward Spain had its early beginning in the decade of the 60ʹs, nonetheless its peak was during the decade of the 90ʹs and early 2000ʹs. Latin Americans mainly migrated to get away from the consequences of failed economic reforms and political crisis (Gil Araujo, [<reflink idref="bib28" id="ref67">28</reflink>]); as well as they were attracted to Spain because of its economic growth, common language, cultural closeness and positive policies toward migrants (Tedesco, [<reflink idref="bib65" id="ref68">65</reflink>]). Latin Americans' arrival and posterior stay in Spain was fostered by laws, treaties, pacts, agreements and regulations that favored them. The possibility to obtain the Spanish nationality in a short period of time was one of the main factors the contributed to Latin Americans settle in Spain (Ballesteros et al., [<reflink idref="bib2" id="ref69">2</reflink>]; Gil Araujo, [<reflink idref="bib28" id="ref70">28</reflink>]).</p> <p>Along with those migration policies, Spanish as a common language (despite of the differences between the variety spoken in Latin America and the one spoken in Spain) has helped Latin Americans to join the labor force which at the same time also portrays them as a valued minority group in comparison to others which face language barriers and amore cultural distant to Spanish culture (Bobowik & Basabe, [<reflink idref="bib8" id="ref71">8</reflink>]; Martinez-Brawley & Gualda, [<reflink idref="bib41" id="ref72">41</reflink>]). Despite these advantages, racism against Latin Americans is still present in the contemporary Spanish society, and it is actually rooted on colonialism thinking which is manifested in racist and language behaviors toward members of former colonies (Corona & Block, [<reflink idref="bib14" id="ref73">14</reflink>]).</p> <hd id="AN0174756765-6">Context of the study</hd> <p>Spain has a high level of Latin American immigration (28.10%) most of the members of this collective are settled in the autonomous communities of Madrid (25.48%) and Catalonia (22.35%; Instituto Nacional de Estadística [INE], [<reflink idref="bib32" id="ref74">32</reflink>]). The present study was settled in the Catalan province of Lleida, which by 2021 had a 24.3% of foreign population (Instituto Nacional de Estadística [INE], [<reflink idref="bib32" id="ref75">32</reflink>]). Almost 43% of Lleida's foreign population are from African origin, 33.32% belong to EU countries, 12.92% are from American origin (predominantly from Latin American countries) and 10% from Asian origin (IDESCAT, [<reflink idref="bib31" id="ref76">31</reflink>]).</p> <p>As previously mentioned, the distinctive characteristics of Latin Americans and their historical relationship with Spain may have given them both advantages as well as disadvantages. Nonetheless, when situating us in the educational system of the Autonomous community of Catalonia, these advantages, specifically the linguistic ones, may change or even disappear. Catalan is the instructional language of the Catalan educational system and at the same time is a minority language with a long history of repression (Khan & Gallego-Balsà, [<reflink idref="bib34" id="ref77">34</reflink>]). Thus, speaking Spanish has little value for a successful academic trajectory and it can even cause tension between educators who defend Catalan ideologically and practically speaking (Codó & Patiño-Santos, [<reflink idref="bib13" id="ref78">13</reflink>]). The use of Catalan in the educational system, is seen as many students of Latin American origin as an imposition which latter on ends up on an active resistance toward it (Corona et al., [<reflink idref="bib15" id="ref79">15</reflink>]).</p> <p>Furthermore, there are lexical, phonological, and grammar differences between the Spanish spoken in Spain and the Spanish spoken in Latin America. Ardila ([<reflink idref="bib1" id="ref80">1</reflink>]) distinguishes two Spanish subcultures: The Iberian Spanish and the Hispano American, each subculture has a distinctive variety of Spanish. The Iberian Spanish subculture is characterized by its homogeneity and represents the one known as Castilian (term used in Spain to differentiate Spanish to other languages spoken in Spain). On the other hand, the Hispano American culture is more heterogenous but with the commonality that all of its Spanish varieties have a major influence of the Spanish used in Andalusia and languages from indigenous groups and African countries (Ardila, [<reflink idref="bib1" id="ref81">1</reflink>]).</p> <p>The Spanish used and required in the Spanish educational system is the Castilian variety and despite its similarities, the Hispano American one is considered less valued and it is actually penalized in academic settings (Block & Corona, [<reflink idref="bib7" id="ref82">7</reflink>]). Considering the Hispano American variety as an inappropriate language for academic settings results in perpetuating colonial thinking and intrinsically promotes the use of standardized test and state-level data which do not account for racial inequalities (Beaman, [<reflink idref="bib3" id="ref83">3</reflink>]). The use of these assessment instruments entails an implicit color-blindness which does not critically reflect on how racial inequalities are affecting minority students. If racism is not identified, anti-racist solution cannot be design (Khan & Gallego-Balsà, [<reflink idref="bib34" id="ref84">34</reflink>]).</p> <p>To address the needs and challenges faced by immigrant students, governments have designed different policies. The Catalan educational system has been established following the principles of immersion bilingual education, with the final aim of guaranteeing that all students finish compulsory education proficient in both Catalan and Spanish. Socio-political and demographic changes brought by the migration wave at the turn of the century led to the implementation of new educational policies. The Plan for language and Social Cohesion 2004 [Pla per a la Llengua I Cohesió Social], its revisions (Generalitat de Catalunya, [<reflink idref="bib26" id="ref85">26</reflink>], [<reflink idref="bib27" id="ref86">27</reflink>]) and its current successor: Linguistic model of the educational System in Catalonia [Model linguistic del Sistema Educatiu de Catalunya] (Generalitat de Catalunya, [<reflink idref="bib24" id="ref87">24</reflink>]) have as the main objective to promote and consolidate social cohesion through intercultural education and using Catalan as the backbone of a multilingual educational model.</p> <hd id="AN0174756765-7">Objectives</hd> <p>The present study has as main objective to understand the linguistic acculturation preferences and its predictors of Catalan autochthonous high-school students toward their Latin American peers in the province of Lleida. The following hypotheses were posed:</p> <p>H1: The most adopted linguistic acculturation preference will be assimilation.</p> <p>H2: High levels in <emph>attitudes on social equity, multicultural ideology</emph>, and <emph>attitudes toward minority languages</emph> will predict a multilingual acculturation preference.</p> <p>H3: High levels on <emph>Identification with Spanish culture</emph> and <emph>Identification with Catalan culture</emph> will predict an assimilation linguistic acculturation preference.</p> <hd id="AN0174756765-8">Methodology</hd> <p></p> <hd id="AN0174756765-9">Participants</hd> <p>Participants were 349 autochthonous students (49.3% boys and 50.7% girls,</p> <p>Graph</p> <p> <ephtml> <math xmlns="http://www.w3.org/1998/Math/MathML"><mrow><msub><mi>M</mi><mrow><mi>a</mi><mi>g</mi><mi>e</mi></mrow></msub></mrow></math> </ephtml> = 15.04, SD = 0.79) from six different Secondary schools from the province of Lleida. To be categorized as autochthonous, the students and both of their parents had to be born in Catalonia.</p> <hd id="AN0174756765-10">Procedure</hd> <p>Firstly, the Department of Education of the Government of Catalonia was contacted to obtain the necessary authorizations. After obtaining the approval of the local Department of Education and based on its information regarding immigration on Catalan's schools, six Secondary schools were contacted to request their agreement, collaboration and to establish a schedule for data collection.</p> <p>The instruments were applied collectively by a group of trained professionals during school hours. The process took around 60 minutes. The questionnaire was designed respecting the ethical guidelines of the European Commission ([<reflink idref="bib17" id="ref88">17</reflink>]); therefore, the participation was voluntary, and the confidentiality and anonymity of each participant were guaranteed.</p> <hd id="AN0174756765-11">Instruments</hd> <p>Linguistic acculturation preferences were measured using three Likert items ranging from 1 (never) to 5 (always). The items are based on previous scales designed by Berry ([<reflink idref="bib5" id="ref89">5</reflink>]), Montreuil and Bourhis ([<reflink idref="bib44" id="ref90">44</reflink>]) and Navas et al. ([<reflink idref="bib46" id="ref91">46</reflink>]), ([<reflink idref="bib47" id="ref92">47</reflink>]), and they referred to the level of maintenance of the heritage language of the minority group (Spanish-Hispano American Variety) and adoption of the host language (Catalan) in three contexts: at class, with their teachers and in the schoolyard.</p> <p>Identifications with Spanish and Catalan culture were measured by two items on a 5-point Likert scale relating to the following questions: "To what extent do you identify with Catalan culture? And to what extent do you identify with Spanish culture?"</p> <p>Attitudes on social equality assesses the level of support toward equal and unequal practices related to racial and ethnicity aspects. The ethnic tolerance scale was adapted from the tolerance/prejudice scale of the Mutual Intercultural Relation in Plural Societies (MIRIPS) questionnaire by Berry ([<reflink idref="bib6" id="ref93">6</reflink>]). This scale is composed of 6 items on a 5-point Likert scale (i.e. "we should recognize that ethnic and cultural diversity is a fundamental characteristic of Catalonia," "the best thing for Catalonia is for all people to forget their cultural heritage") and it aims to assess attitudes toward cultural prejudice and tolerance. The coefficient of internal consistency is 0.77.</p> <p>Multicultural ideology was assessed with the multicultural ideology scale of the MIRIPS questionnaire (Berry, [<reflink idref="bib6" id="ref94">6</reflink>]), which evaluates the level of support toward cultural diversity and multicultural societies. This scale is composed of 10 items on a 5-point Likert scale and its internal consistency is 0.70.</p> <p>Attitudes toward minority languages included five items of a 5-point Likert scale related to embracing the presence minority languages ("We should strive to further promote the use of languages other than Catalan and Spanish (Arabic, Romanian, Chinese, Fula, etc ...)") and other five items related to the lack of interest toward minority languages ("Is useless to learn another language other than Catalan or Spanish (Arabic, Romanian, Chinese, Fula, etc ...) as I probably will never have to use it"). The Cronbach's Alpha obtained for this scale is 0.75.</p> <hd id="AN0174756765-12">Statistical treatment</hd> <p>The data were analyzed using the Statistical Package for Social Sciences (SPSS v.20). The linguistic acculturation expectations were obtained using k-means cluster analyses. A series of correlations and a one-way ANOVA were carried out to analyze the differences between linguistic acculturation expectations and to delve into the relationship between the psychological and linguistic variables. Finally, a binary logistic regression was used to identify the predictors of the linguistic acculturation preferences.</p> <hd id="AN0174756765-13">Results</hd> <p></p> <hd id="AN0174756765-14">Linguistic acculturation preferences of autochthonous students toward their latino American i...</hd> <p>A cluster analysis was carried out to obtain the linguistic acculturation preferences which were labeled according to Bourhis' IAM model (Montreuil & Bourhis, [<reflink idref="bib44" id="ref95">44</reflink>]). Two linguistic acculturation preferences were identified: assimilation and multilingual (Table 1). Namely, 199 participants (61.1%) showed an assimilation preference by obtaining low scores on the maintenance of the heritage language of their Latin American peers and high scores on the adoption of Catalan; meanwhile, 129 participants (39.3%) obtained high scores in all clustering variables, corresponding to integration preferences.</p> <p>Table 1. Means and standard deviations of maintenance of L1 and adoption of Catalan for assimilation and integration preferences. Comparison between linguistic acculturation preferences.</p> <p> <ephtml> <table><thead><tr><td>Linguistic Maintenance/Adoption</td><td>Assimilation (<italic>n</italic> = 199)</td><td>Multilingual (<italic>n =</italic> 129)</td></tr><tr><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td></tr></thead><tbody><tr><td>Maintenance of L1</td><td>Classroom</td><td>1.31</td><td>0.50</td><td>3.12</td><td>0.94</td></tr><tr><td>Teachers</td><td>1.24</td><td>0.49</td><td>2.91</td><td>1.02</td></tr><tr><td>Schoolyard</td><td>2.32</td><td>1.02</td><td>3.63</td><td>0.79</td></tr><tr><td>Adoption of Catalan</td><td>Classroom</td><td>4.27</td><td>0.90</td><td>3.77</td><td>0.96</td></tr><tr><td>Teachers</td><td>4.24</td><td>0.92</td><td>3.76</td><td>0.97</td></tr><tr><td>Schoolyard</td><td>3.50</td><td>1.11</td><td>3.16</td><td>1.08</td></tr></tbody></table> </ephtml> </p> <p>1 * <emph>p</emph> <.05</p> <hd id="AN0174756765-15">Psychological and linguistic variables by linguistic acculturation preferences</hd> <p>A one-way ANOVA was conducted to analyze the differences between linguistic acculturation preferences regarding the psychological and linguistic variables of interest. According to the results showed in Table 2, participants' answers regarding ethnic tolerance, identification with both Catalan and Spanish culture were similar, regardless of their linguistic acculturation preferences. Differences were observed for two variables. Namely, participants with multilingual preferences had significantly higher scores on multicultural ideology and attitudes toward minority languages than those with assimilation preferences.</p> <p>Table 2. Descriptive statistics and summary one-way ANOVA for psychological and linguistic variables by linguistic acculturation preferences.</p> <p> <ephtml> <table><thead><tr><td /><td>Linguistic preferences</td><td /></tr><tr><td>Variable</td><td>Assimilation</td><td>Multilingual</td><td /></tr><tr><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>F</italic></td><td><italic>p</italic></td><td><italic>r</italic></td></tr></thead><tbody><tr><td>Attitudes Social Equity</td><td>4.06</td><td>0.83</td><td>4.09</td><td>0.86</td><td>0.73</td><td>.787</td><td>.65</td></tr><tr><td>Multicultural ideology</td><td>3.22</td><td>0.60</td><td>3.38</td><td>0.64</td><td>5.32</td><td>.022</td><td>.92</td></tr><tr><td>Attitudes toward minority languages</td><td>3.53</td><td>0.67</td><td>3.71</td><td>0.65</td><td>6.09</td><td>.014</td><td>.93</td></tr><tr><td>Identification Catalan culture</td><td>4.01</td><td>1.31</td><td>3.94</td><td>1.15</td><td>0.21</td><td>.650</td><td>.41</td></tr><tr><td>Identification Spanish Culture</td><td>3.40</td><td>1.46</td><td>3.31</td><td>1.43</td><td>0.28</td><td>.600</td><td>.47</td></tr></tbody></table> </ephtml> </p> <hd id="AN0174756765-16">Correlations between psychological and linguistic variables</hd> <p>Table 3 displays the correlation matrix of all the scale variables used in the model. Two aspects are worth mentioning. In first place, social equity is the variable with the greatest number of significant correlations, as it had a significant correlation with all the remaining variables. In second place, the other variables which assess cultural diversity (multicultural ideology and attitudes toward minority languages), had a significant correlation among them.</p> <p>Table 3. Correlation matrix.</p> <p> <ephtml> <table><thead><tr><td /><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td></tr></thead><tbody><tr><td>1. Attitudes social equity</td><td>-</td><td /><td /><td /><td /></tr><tr><td>2. Multicultural ideology</td><td>.44*</td><td>-</td><td /><td /><td /></tr><tr><td>3. Attitudes minority languages</td><td>.46*</td><td>.53*</td><td>-</td><td /><td /></tr><tr><td>4. Identification Catalan culture</td><td>.15*</td><td>.09</td><td>.09</td><td>-</td><td /></tr><tr><td>5. Identification Spanish culture</td><td>−.12*</td><td>−.08</td><td>−.03</td><td>−.37*</td><td>-</td></tr></tbody></table> </ephtml> </p> <p>2 Note. <emph>* p</emph> <.05.</p> <hd id="AN0174756765-17">Predictors of linguistic acculturation preferences</hd> <p>A binary logistic regression was carried out to assess which variables may be predictors of the linguistic acculturation preferences of autochthonous students. Table 4 displays the results of the regression model. The logistic regression model was significant (</p> <p>Graph</p> <p> <ephtml> <math xmlns="http://www.w3.org/1998/Math/MathML"><mi>χ</mi><mrow><msup><mi /><mn>2</mn></msup></mrow><mo>=</mo><mn>13.251</mn></math> </ephtml> , <emph>p</emph> <.000). One inferential test (Hosmer – Lemeshow test) and two descriptive measures (</p> <p>Graph</p> <p> <ephtml> <math xmlns="http://www.w3.org/1998/Math/MathML"><mrow><msup><mi>R</mi><mn>2</mn></msup></mrow></math> </ephtml> indices of Cox & Snell and Nagelkerke) were carried out to assess the goodness-of-fit statistics. The Hosmer – Lemeshow test suggests that the model fits to the data as it yielded a</p> <p>Graph</p> <p> <ephtml> <math xmlns="http://www.w3.org/1998/Math/MathML"><mi>χ</mi><mrow><msup><mi /><mn>2</mn></msup></mrow><mfenced open="(" close=")"><mn>8</mn></mfenced><mo>=</mo><mn>6.51</mn></math> </ephtml> , <emph>p</emph> =.590. The Cox & Snell (<emph>R</emph><sups>2</sups> =.04) and Nagelkerke (<emph>R</emph><sups>2</sups> =.06) indices also suggest that the model had a good fit.</p> <p>Table 4. Logistic regression model predicting the linguistic acculturation preferences (Reference: Multilingual).</p> <p> <ephtml> <table><thead><tr><td /><td><italic>B</italic></td><td><italic>S.E</italic></td><td>Wald</td><td><italic>p</italic></td><td>Exp(B)</td><td>C.I. 95% for EXP (B)</td></tr><tr><td>Lower</td><td>Upper</td></tr></thead><tbody><tr><td>Constant</td><td>−1.86</td><td>1.01</td><td>3.39</td><td>.066</td><td>0.16</td><td /><td /></tr><tr><td>Attitudes social equity</td><td>−0.26</td><td>0.23</td><td>1.25</td><td>.263</td><td>0.77</td><td>0.49</td><td>1.21</td></tr><tr><td>Multicultural Ideology</td><td>0.47</td><td>0.27</td><td>3.21</td><td>.073</td><td>1.59</td><td>0.96</td><td>2.67</td></tr><tr><td>Attitudes minority languages</td><td>0.46</td><td>0.23</td><td>4.01</td><td>.045</td><td>1.60</td><td>1.01</td><td>2.49</td></tr><tr><td>Identification Catalan culture</td><td>−0.14</td><td>0.11</td><td>1.61</td><td>.205</td><td>0.87</td><td>0.71</td><td>1.08</td></tr><tr><td>Identification Spanish culture</td><td>−0.12</td><td>0.09</td><td>1.60</td><td>.206</td><td>0.89</td><td>0.74</td><td>1.07</td></tr></tbody></table> </ephtml> </p> <p>The linguistic acculturation preferences have as a predictor the variable attitude toward minority languages. Namely, participants with higher scores on attitudes toward minority languages have more likelihood to endorse a multilingual linguistic preference than an assimilation one.</p> <hd id="AN0174756765-18">Discussion</hd> <p>The present study analyzed the predictors and linguistic acculturation preferences held by autochthonous high school students toward their peers of Latin American origin in the province of Lleida. The study was focused on the educational domain.</p> <p>Regarding the linguistic acculturation preferences, Hypothesis 1 was accepted as assimilation was the predominant preference followed by multilingual preferences. This finding goes in line not only with studies on acculturation and linguistic acculturation preferences (Piontkowski et al., [<reflink idref="bib53" id="ref96">53</reflink>]; Richardson et al., [<reflink idref="bib55" id="ref97">55</reflink>]; Van Osch & Breugelmans, [<reflink idref="bib67" id="ref98">67</reflink>]), but also matches the findings of acculturation preferences within educational contexts which claim assimilation as the most predominant preference endorsed by majority members (Figgou & Baka, [<reflink idref="bib18" id="ref99">18</reflink>]; Van Praag et al., [<reflink idref="bib68" id="ref100">68</reflink>]). However, one of the few studies focused on Catalan high-school students found that their linguistic acculturation preferences toward Moroccan and Romanian peers were predominantly multilingual, closely followed by assimilation and separation (Sáenz-Hernández et al., [<reflink idref="bib60" id="ref101">60</reflink>]). Multilingual and assimilation seem to be the most favored preferences, however the predominance of one to the other needs to be better understood in order to be able to foster the development of multilingual preferences and strategies. Two main differences between Sáenz-Hernández's et al. ([<reflink idref="bib60" id="ref102">60</reflink>]) study and the present study are worth noting. First, the different groups of immigrant origin analyzed may be associated with different acculturation preferences. Second, Sáenz-Hernández's et al. ([<reflink idref="bib60" id="ref103">60</reflink>]) study analyzed general linguistic acculturation, while this study focused on the educational domain. Thus, the type of acculturation area seems to be a deciding factor, in line with Navas et al. ([<reflink idref="bib47" id="ref104">47</reflink>]) findings. This raises several questions regarding the Catalan educational system and the successful implementation of its policies geared toward educational inclusion (Decree 150/2017 of the Department of Education of the Generalitat de Catalunya), as it seems that further work is needed to achieve its objective of promoting an intercultural environment, ultimately reflected by a predominance of multilingual preferences in educational settings.</p> <p>With respect to the psycholinguistic variables used as predictors, it was found that the variables linked to diversity and equity (i.e. multicultural ideology, attitudes toward minority languages and social equality) had a positive correlation among them and moreover had the highest correlation coefficients among all. On the other hand, as expected, the correlation analyses also showed that the variable <emph>identification with Spanish culture</emph> had a negative association with the variable <emph>identification with Catalan culture</emph>; nonetheless what is interesting is that it was also found a negative relationship between the variable <emph>identification with Spanish culture</emph> and the variable <emph>attitudes toward social equality</emph>. Previous studies have found a negative relationship between multicultural related variables and a strong single ethnic identification (Bourhis & Dayan, [<reflink idref="bib9" id="ref105">9</reflink>]; Montreuil & Bourhis, [<reflink idref="bib44" id="ref106">44</reflink>]), thus it could be hypothesized that the negative relationship results from it, nonetheless the fact that the correlation coefficient is low (0.12) and that the negative association applies only for the variable identification with Spanish culture calls the attention.</p> <p>The results of the ANOVA go in line with previous studies which show a link between integration attitudes and multiculturalism (Lebedeva & Galyapina, [<reflink idref="bib36" id="ref107">36</reflink>]) and cultural identifications (Montaruli et al., [<reflink idref="bib42" id="ref108">42</reflink>] Montaruli et al., [<reflink idref="bib43" id="ref109">43</reflink>]; Sáenz-Hernández et al., [<reflink idref="bib60" id="ref110">60</reflink>]), as the participants who endorse a multilingual preference had significantly higher levels in the variables <emph>multicultural ideology</emph> and <emph>attitudes toward minority languages</emph> than those who endorsed assimilation preferences.</p> <p>Regarding the linguistic acculturation predictors, hypothesis 2 was partially confirmed as only one variable was confirmed as a predictor <emph>(Attitudes toward minority languages)</emph>. Interestingly this variable is the only variable which embraces cultural diversity and is directly linked with linguistic issues at the same time. Although acculturation preferences are a widely researched topic (Berry, [<reflink idref="bib5" id="ref111">5</reflink>]; Navas et al., [<reflink idref="bib46" id="ref112">46</reflink>]), the field of linguistic acculturation remains understudied, which is why previous research has delved into the predictors of acculturation preferences but not of linguistic acculturation preferences. Thus, the variables linked to cultural diversity (i.e. multicultural ideology and social equity) which do not include linguistic aspects, may be predictors of acculturation preferences (Jurcik et al., [<reflink idref="bib33" id="ref113">33</reflink>]; Richardson et al., [<reflink idref="bib55" id="ref114">55</reflink>]; Van Osch & Breugelmans, [<reflink idref="bib67" id="ref115">67</reflink>]), but not necessarily work as predictors of linguistic acculturation preferences.</p> <p>The predictor found in this study hints toward the importance of implementing or readjusting educational policies and practices. Linking the present finding with previous qualitative studies on the Catalan context, puts in evidence the importance of recognizing minority languages, in this specific case the Hispano American variety of Spanish as legitimate and appropriate for academic settings. To do so, educational practices such as translanguaging and language architecture could be implemented to promote multilingual practices that recognize and build on from the knowledge of immigrant students (Flores, [<reflink idref="bib19" id="ref116">19</reflink>]; García et al., [<reflink idref="bib22" id="ref117">22</reflink>]). To expect successful outcomes, these changes should be accompanied with intercultural practices which continue promoting in an effective way intercultural education.</p> <p>Finally, hypothesis 3 was not confirmed as cultural identifications were not found as predictors of assimilation preferences. Previous studies have found the relationship between strong cultural identification and assimilation preferences (Bourhis & Dayan, [<reflink idref="bib9" id="ref118">9</reflink>]; Montaruli et al. [<reflink idref="bib42" id="ref119">42</reflink>]; Montaruli, Bourhis, Azurmendi et al., [<reflink idref="bib42" id="ref120">42</reflink>]), the reason why there are differences between our findings and the ones of previous studies, could be due to the domain and age group analyzed in each study. The present study focuses on high school students in the educational domain, meanwhile previous studies are mostly focused on undergraduate students and other domains (e.g., culture, marriage and work).</p> <p>Additionally, another aspect worth discussing is the minority group analyzed. Students from Latin American origin are the only minority group that has knowledge of one of the official languages, despite of that they do not count with a linguistic advantage as the variety spoken has not the same value as the Iberian variety and even more are required to use Catalan in educational settings. In this sense, students of Latin American origin are found in the tension between Catalan and Spanish and what each language represents in educational settings. From one side, Catalan is a minority language which comes from a long history of repression against the State language (Spanish) which makes understandable why the presence of Spanish, even the Hispano American variety, could be considered as a threat (Codó & Patiño-Santos, [<reflink idref="bib13" id="ref121">13</reflink>]). From the other side, Latin American students may consider Catalan as an imposition and be resistant toward using it. This can be problematic as Catalan is linked to social recognition (Woolard & Frekko, [<reflink idref="bib69" id="ref122">69</reflink>]) and hence to integration (Sáenz-Hernández et al., [<reflink idref="bib61" id="ref123">61</reflink>]). The findings of this study which points toward assimilationism corroborates this tension and highlight the importance to deconstruct raciolinguistic ideologies which perpetuate not recognizing students from Latin American origin as legitimate Catalan speakers and hence fully integrated. Likewise, it is also necessary to reflect and deconstruct on the false discourse which mistakenly confuses assimilation with integration. The use of these type of discourses reinforces assimilationism and puts the responsibility for adapting to immigrant students rather than considering a responsibility of the society as a whole (Sáenz-Hernández et al., [<reflink idref="bib61" id="ref124">61</reflink>]).</p> <p>Moreover, the differences between the Iberian Spanish and the Hispano American variant (Ardila, [<reflink idref="bib1" id="ref125">1</reflink>]) could lead to think that the perception of autochthonous students toward both variants are different. This hypothesis raises the following question: does the Spanish Latin American variant also compete with Catalan in the same way as the Castilian variant (Ianos et al., [<reflink idref="bib30" id="ref126">30</reflink>]), or on the contrary, is it perceived as a minority language due to its association with a minority group? Although the findings of the present study do not give a clear answer to this question, both the findings and the data from the latest linguistic survey (Generalitat de Catalunya, [<reflink idref="bib25" id="ref127">25</reflink>]) points toward a predominance of use and preference of Catalan in the educational domain, and hence the need to further promote linguistic diversity to achieve a multilingual education.</p> <p>This study sheds new light into previous studies on acculturation preferences as many of them focuses on teachers' perspective and do not address autochthonous students (Figgou & Baka, [<reflink idref="bib18" id="ref128">18</reflink>]). It is important to also consider the perspective of autochthonous students as they are the ones who have most contact with immigrant students in terms of social interaction, enabling language socialization and contributing on the development of linguistic ideologies built by immigrant students (Larrea Mendizabal et al., [<reflink idref="bib35" id="ref129">35</reflink>]; Newman et al., [<reflink idref="bib48" id="ref130">48</reflink>]).</p> <p>Although this study showed assimilation preferences toward students of Latin American origin, the causes and factors which shape these preferences are different from contexts which observe similar trends such as U.S.A. (Roth et al., [<reflink idref="bib59" id="ref131">59</reflink>]; Smokowski & Bacallao, [<reflink idref="bib64" id="ref132">64</reflink>]). This calls the need to be cautious when comparing contexts as well as the need to identify specific aspects for each context.</p> <p>In conclusion, the findings of the present article are relevant not only because they broaden the available literature on linguistic acculturation preferences, but also because they provide in-depth knowledge for the Catalan context. In general lines, the results show that autochthonous students have an assimilation linguistic preference toward their peers of Latin American origin rather than a multilingual one. This finding highlights the need to re-assess intercultural and multilingual policies to better address this issue. Furthermore, the results showed that favorable attitudes toward minority languages may lead to multilingual preferences, hence the need to expose and embrace different languages specially minority languages. This implies not only guaranteeing the presence of minority languages at school settings but allowing a genuine contact and learning process of them by including them in the curriculum, educational practices and activities. To do so, educational policies should reflect on implicit raciolinguistic ideologies that are promoted through conventional educational practices and in turn propose new alternatives such as language architecture and translanguaging.</p> <hd id="AN0174756765-19">Limitations and future studies</hd> <p>This study has a series of limitations that could be further improved in future research. First, the findings only apply to the province of Lleida. Future research could be extended to all the Catalonia provinces in order to identify patterns and carry comparisons. Specifically, it would be interesting to carry out comparisons with Barcelona where more than 40% of immigrants are from Latin American origin (IDESCAT, [<reflink idref="bib31" id="ref133">31</reflink>]), but at the same time, language identification and linguistic uses differ from the remaining provinces (Lleida, Girona and Tarragona), as the population of Barcelona identifies and uses more Spanish than Catalan (Generalitat De Catalunya, [<reflink idref="bib25" id="ref134">25</reflink>]).</p> <p>Considering context as a main aspect of acculturation preferences (Navas et al., [<reflink idref="bib46" id="ref135">46</reflink>]), future studies carried out in the remaining provinces, may add other variables as predictors to better fit in the context as well as to delve in the predictors of linguistic acculturation preferences. Thus, variables that have been found to be linked with acculturation preferences and depends on the context such as prejudice and perceived threat toward minority groups could be added (Briones & Tabernero, [<reflink idref="bib11" id="ref136">11</reflink>]; Escandell & Ceobanu, [<reflink idref="bib16" id="ref137">16</reflink>]; López-rodríguez, Zagefka, et al., [<reflink idref="bib39" id="ref138">39</reflink>]; Maisonneuve et al., [<reflink idref="bib40" id="ref139">40</reflink>]; Nshom & Khalimzoda, [<reflink idref="bib49" id="ref140">49</reflink>]; Tip et al., [<reflink idref="bib66" id="ref141">66</reflink>]; Van Osch & Breugelmans, [<reflink idref="bib67" id="ref142">67</reflink>]).</p> <p>Finally, qualitative studies not only with autochthonous peers but also with immigrant students will be useful to capture their voice and have in-depth information on why certain variables predict multilingual preferences rather than assimilation ones.</p> <hd id="AN0174756765-20">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0174756765-21"> <title> References </title> <blist> <bibl id="bib1" idref="ref21" type="bt">1</bibl> <bibtext> Ardila, A. 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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Latinos+and+Education%22"><i>Journal of Latinos and Education</i></searchLink>. 2024 23(1):118-131.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Acculturation%22">Acculturation</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Latin+Americans%22">Latin Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Minorities%22">Language Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Romance+Languages%22">Romance Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Variation%22">Language Variation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/15348431.2022.2110106
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1534-8431<br />1532-771X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Located in the province of Lleida (Catalonia, Spain), this study aims to identify and analyze the predictors of linguistic acculturation preferences of autochthonous high-school students toward their peers of Latin American descent. Autochthonous high-school students (N = 349) filled a questionnaire measuring linguistic acculturation and a series of linguistic and social-psychological variables (i.e. multicultural ideology, ethnic tolerance, attitudes toward minority languages, identification with Catalan culture and identification with Spanish culture). A k-means cluster analysis identified that autochthonous students endorse two linguistic acculturation preferences toward their Latin American peers: assimilation and multilingual preferences. Meanwhile, a logistic regression model found that participants with higher scores on attitudes toward minority languages have more likelihood to endorse a multilingual preference. The results highlight the importance and need to further work for a genuine intercultural educational model that allows the integration of Latin American students as well as of other minority groups. Particularly, this study found the importance of boosting the use of minority languages through educational approaches such as translanguaging and language architecture.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1407145
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1407145
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/15348431.2022.2110106
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 118
    Subjects:
      – SubjectFull: Language Attitudes
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Acculturation
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Latin Americans
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Spanish
        Type: general
      – SubjectFull: Language Minorities
        Type: general
      – SubjectFull: Romance Languages
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Language Variation
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Code Switching (Language)
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Spain
        Type: general
    Titles:
      – TitleFull: Linguistic Acculturation Preferences of Autochthonous Students toward Their Latin American Peers in Western Catalonia
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ursula Hinostroza-Castillo
      – PersonEntity:
          Name:
            NameFull: Ángel Huguet
      – PersonEntity:
          Name:
            NameFull: Judit Janés
      – PersonEntity:
          Name:
            NameFull: Cecilio Lapresta-Rey
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1534-8431
            – Type: issn-electronic
              Value: 1532-771X
          Numbering:
            – Type: volume
              Value: 23
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Latinos and Education
              Type: main
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