Strengthening Ties to L2Improving Secondary Students’ Attitudes through Dialogic Literary Gatherings.

  1. Santiago-Garabieta, Maite 1
  2. García-Carrión, Rocío 1
  3. Villardón-Gallego, Lourdes 1
  1. 1 Universidad de Deusto
    info

    Universidad de Deusto

    Bilbao, España

    ROR https://ror.org/00ne6sr39

Revista:
International Journal of Educational Psychology: IJEP

ISSN: 2014-3591

Año de publicación: 2022

Título del ejemplar: June

Volumen: 11

Número: 2

Páginas: 182-206

Tipo: Artículo

DOI: 10.17583/IJEP.10050 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: International Journal of Educational Psychology: IJEP

Resumen

Durante las últimas décadas se han dedicado numerosos esfuerzos a normalizar el uso en el País Vasco de la lengua minoritaria vasca. Investigaciones previas han demostrado que el uso de la lengua, el dominio de la lengua y las actitudes hacia la lengua están estrechamente relacionadas. Asimismo, se ha confirmado el beneficio que los entornos interactivos de aprendizaje tienen para promover el dominio de la lengua. Sin embargo, el efecto de dichos entornos en las actitudes hacia segundas lenguas (L2) se ha explorado menos. Este artículo presenta un estudio cualitativo donde se analiza hasta qué punto la implementación de una determinada estrategia de aula basada en el diálogo, conocida como Tertulias Literarias Dialógicas (TLD), puede transformar las actitudes del alumnado de secundaria hacia el euskera (L2). Las TLD se realizaron con 46 estudiantes de educación secundaria del País Vasco. Después de implementar las TLD, se realizaron y analizaron inductivamente entrevistas a docentes y grupos focales de estudiantes. Los resultados muestran que las actitudes del alumnado hacia el euskera mejoraron y relacionaron estos cambios con el espacio de diálogo experimentado durante las TLD, ya que este entorno les permitió participar utilizando el euskera en discusiones significativas. Se discuten las implicaciones del estudio

Referencias bibliográficas

  • Albarracin, D., & Shavitt, S. (2018). Attitudes and attitude change. Annual review of psychology, 69, 299-327. https://doi.org/10.1146/annurev-psych-122216-011911
  • Allport, G.W. (1935). Attitudes. In C. Murchison (Ed.), Handbook of social psychology (pp. 133–175). Clark University Press.
  • Baker, C. (1992). Attitudes and Language. Multilingual Matters.
  • Basque Government, Government of Navarra y Office public de la langue Basque (2016). VI Encuesta Sociolingüística Comunidad Autónoma de Euskadi. Basque Government. https://www.euskara.euskadi.eus/contenidos/informacion/argitalpenak/es_6092/adjuntos/VI%20_INK_SOZLG_EAE_Presentacion_publica_20161014.pdf
  • Berasategi, N., Larrañaga, N., Garcia, I., & Azurmendi, M. J. (2019). Perceptions of knowledge and use of languages of indigenous and immigrant students in Basque schools. Culture and Education, 31(4), 716-753. https://doi.org/10.1080/11356405.2019.1656938
  • Brown, H. D. (2000). Principles of language learning and teaching. 4th ed. Longman.
  • Brown, I., & Sachdev, I. (2009). Bilingual behavior, attitudes, identity and vitality: some data from Japanese speakers in London, UK. Journal of Multilingual and Multicultural Development, 30(4), 327–343. https://doi.org/10.1080/01434630902780715
  • Cenoz, J. (2001). Three languages in contact: Language attitudes in the Basque Country. In D. Lasagabaster & J. M. Sierra (Eds.), Language awareness in the foreign language classroom (pp. 37–60). University of the Basque Country.
  • Coyle, D. (2013). Listening to learners: An investigation into ‘successful learning’across CLIL contexts. International Journal of Bilingual Education and Bilingualism, 16(3), 244-266. https://doi.org/10.1080/13670050.2013.777384
  • De Botton, L., Girbes, S., Ruiz, L., & Tellado, I. (2014). Moroccan mothers’ involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learning. Improving Schools, 17(3), 241–249. https://doi.org/10.1177/1365480214556420
  • De Smet, A., Mettewie, L., Hiligsmann, P., Galand, B., & Van Mensel, L. (2019). Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels. International Journal of Bilingual Education and Bilingualism, 1-20. https://doi.org/10.1080/13670050.2019.1671308
  • Díez-Palomar, J., García-Carrión, R., Hargreaves, L., & Vieites, M. (2020). Transforming students’ attitudes towards learning through the use of successful educational actions. PloS one, 15(10). https://doi.org/10.1371/journal.pone.0240292
  • Donato R. (1994). Collective scaffolding in second language learning. In J.P. Lantolf & G. Appel, (Eds.), Vygotskian approaches to second language research (pp. 33–56). Greenwood Publishing.
  • Dragojevic, M., Fasoli, F., Cramer, J., & Rakić, T. (2020). Toward a Century of Language Attitudes Research: Looking Back and Moving Forward. Journal of Language and Social Psychology, 40(1) https://doi.org/10.1177/0261927x20966714
  • Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
  • Elosua, P., & Egaña, M. (2017). Socioeconomic patterns and educational performance based on language-of-instruction models in the Basque Autonomous Community. Journal of Multilingual and Multicultural Development, 38(8), 686-698. https://doi.org/10.1080/01434632.2016.1224239
  • Etxebarria, M. (2000). Variación sociolingüística en una comunidad bilingüe. University of the Basque Country.
  • European Commission (2013). Ethics for researchers: Facilitating research excellence in FP7. Office for official publications of the European Communities.
  • EUSTAT (2020). Students enrolled in non-university general education in the Basque Country by province and education level, according to centre ownership and language model Advance data. 2020-2021. Basque Government. https://en.eustat.eus/elementos/ele0002400/ti_alumnado-matriculado-en-ensenanzas-de-regimen-general-no-universitarias-en-la-ca-de-euskadi-por-territorio-historico-y-nivel-de-ensenanza-segun-titularidad-del-centro-y-modelo-linguistico-avance-de-datos-2020-2021/tbl0002427_i.html
  • Flecha, R. (2000). Sharing words: Theory and practice of dialogic learning. Rowman & Littlefield.
  • García, M. P., & Lázaro, A. (2015). Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings. System, 54, 40-54. https://doi.org/10.1016/j.system.2014.12.001
  • García-Carrión, R. (2015). What the Dialogic Literary Gatherings Did for Me. Qualitative Inquiry, 21(10), 913–919. https://doi.org/10.1177/1077800415614305
  • García-Carrión, R., López de Aguileta, G., Padrós, M., & Ramis-Salas, M. (2020). Implications for Social Impact of Dialogic Teaching and Learning. Frontiers in Psychology, 11, 140. https://doi.org/10.3389/fpsyg.2020.00140
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
  • Gardner, R. C., Masgoret, A. M., Tennant, J., & Mihic, L. (2004). Integrative Motivation: Changes during a Year-Long Intermediate-Level Language Course. Language Learning, 54(1): 1–34. https://doi.org/10.1111/j.1467-9922.2004.00247.x
  • Gómez-Parra, M. (2020). Measuring intercultural learning through CLIL. Journal of New Approaches in Educational Research, 9(1), 43-56. https://doi.org/10.7821/naer.2020.1.457
  • Gorter, D., & Cenoz, J. (2011). Multilingual education for European minority languages: The Basque country and Friesland. International Review of Education, 57(5), 651-666. https://doi.org/10.1007/s11159-011-9248-2
  • Hargreaves, L., & García-Carrión, R. (2016). Toppling teacher domination of primary classroom talk through dialogic literary gatherings in England. FORUM: for promoting 3-19 comprehensive education 58(1), 15-25. https://doi.org/10.15730/forum.2016.58.1.15
  • Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019). Teacher–student dialogue during classroom teaching: Does it really impact on student outcomes?. Journal of the Learning Sciences, 28(4-5), 462-512. https://doi.org/10.1080/10508406.2019.1573730
  • Lambert, W. E. (1974). Culture and language as factors in learning and education. In F. E. Aboud & R. D. Meade (Eds.), Cultural Factors in Learning and Education (pp. 91-122). Western Washington State College.
  • Lasagabaster, D. (2005). Attitudes towards Basque, Spanish and English: An analysis of the most influential variables. Journal of Multilingual and Multicultural Development, 26(4), 296–316. https://doi.org/10.1080/01434630508669084
  • Lasagabaster, D., & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL research journal, 1(2), 4-17. https://bit.ly/35KJvDw
  • Loewen, S., & Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching, 51(3), 285-329. https://doi.org/10.1017/S0261444818000125
  • López de Aguileta, G. (2019). Developing school-relevant language and literacy skills through dialogic literary gatherings. International Journal of Educational Psychology, 8(1), 51-71. https://doi.org/10.17583/ijep.2019.4028
  • Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and Design. Routledge.
  • Mantle-Bromley, C. (1995). Positive Attitudes and Realistic Beliefs: Links to Proficiency. The Modern Language Journal, 79(3): 372–386. https://doi.org/10.1111/j.1540-4781.1995.tb01114.x
  • Marlow, M. L., & Giles, H. (2010). ‘We won't get ahead speaking like that!’ Expressing and managing language criticism in Hawai'i. Journal of Multilingual and Multicultural Development, 31(3), 237-251. https://doi.org/10.1080/01434630903582714
  • McKenzie, R. M., & Carrie, E. (2018). Implicit–explicit attitudinal discrepancy and the investigation of language attitude change in progress. Journal of Multilingual and Multicultural Development, 39(9), 830-844. https://doi.org/10.1080/01434632.2018.1445744
  • Merisuo-Storm, T. (2007). Pupils’ attitudes towards foreign-language learning and the development of literacy skills in bilingual education. Teaching and teacher education, 23(2), 226-235. https://doi.org/10.1016/j.tate.2006.04.024
  • Oktavia, D. (2020). Does the age matter in acquiring second language?. Journal Of Language Education and Development, 2(2), 252-260. https://bit.ly/35Nmhgc
  • Rosenberg, M. J., & Hovland, C. I. (1960). Cognitive, affective and behavioral components of attitudes. In C.I. Hovland & M.J. Rosenberg (Eds.), Attitude organization and change: An analysis of consistency among attitude components (pp. 1–14). Yale University Press.
  • Santiago-Garabieta, M., García-Carrión, R., Zubiri-Esnaola, H., & López de Aguileta, G. (2021). Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research. https://doi.org/10.1177/1362168821994142
  • Santiago-Garabieta, M., Villardón-Gallego, L., García-Carrión, R., & Duque, E. (2022). The Development of L2 (Basque) Oracy Skills Through Dialogic Literary Gatherings. SAGE Open, 12(1), 21582440221079894. https://doi.org/10.1177/21582440221079894
  • Schüppert, A., Hilton, N. H., & Gooskens, C. (2015). Swedish is beautiful, Danish is ugly? Investigating the link between language attitudes and spoken word recognition. Linguistics, 53(2), 375-403. https://doi.org/10.1515/ling-2015-0003
  • Serrano, M., & Mirceva, J. (2010). Dialogic imagination in literacy development. Revista de Psicodidáctica, 15(2), 191–205. https://bit.ly/3Mk7Row
  • Soziolinguistika Klusterra (2017). Measurement of the Street Use of Languages. Basque Country, 2016. Soziolingusitika Klusterra. http://www.soziolinguistika.eus/files/erabilera-ing.pdf
  • Spencer-Rodgers, J., & McGovern, T. (2002). Attitudes toward the culturally different: The role of intercultural communication barriers, affective responses, consensual stereotypes, and perceived threat. International journal of intercultural relations, 26(6), 609-631. https://doi.org/10.1016/S0147-1767(02)00038-X
  • Studer, P., & Konstantinidou, L. (2015). Language attitudes and language proficiency of undergraduate students in English-medium instruction. VALS-ASLA, 3, 215-231. https://bit.ly/3HEJsWY
  • Swain, M., & Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-Based Language Education, 1(1), 101–129. https://doi.org/10.1075/jicb.1.1.05swa
  • Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Vygotsky, L. S. (1986). Thought and language. MIT.
  • Wegerif, R. (2010). Mind expanding: teaching for thinking and creativity in primary education: Teaching for Thinking and Creativity in Primary Education. McGraw-Hill Education.
  • Wegerif, R. (2015). Technology and teaching thinking: why a dialogic approach is needed for the 21st Century. In R. Wegerif, L. Li & J. C. Kaufman (Eds.), The Routledge international handbook of research on teaching thinking (pp. 427-439). Routledge.
  • Wegerif, R., & Major, L. (2019). Buber, educational technology, and the expansion of dialogic space. Ai & Society, 34(1), 109-119. https://doi.org/10.1007/s00146-018-0828-6
  • Zhao, K., Zhou, J., & Zou, B. (2021). Developing subject knowledge co-construction and specific language use in a technology-enhanced CLIL programme: effectiveness and productive patterns. International Journal of Bilingual Education and Bilingualism, 1-14. https://doi.org/10.1080/13670050.2021.1890688
Fuente de los datos: Dialnet