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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/101751
L'ensenyament de llengua i cultura d'origen a Catalunya
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[cat] En la primera dècada del segle XXI , un dels principals reptes al qual ha hagut de donar resposta el sistema educatiu no universitari a Catalunya ha estat el de l'arribada massiva d'alumnes de nacionalitat estrangera, que ha modificat la composició sòcio-lingüística dels centres educatius. El Departament d'Ensenyament de la Generalitat de Catalunya va haver d'adaptar un model educatiu pensat per a un context bilingüe (català-castellà) a un context que va esdevenir multilingüe. Una de les línies d'actuació va ser la de facilitar el desenvolupament de programes d'ensenyament de les llengües i les cultures familiars d'aquests alumnes. Des del Departament d'Ensenyament s'han establert convenis i acords de participació amb entitats vinculades a les persones d'origen estranger (com poden ser associacions culturals, associacions no governamentals, les ambaixades dels diferents estats d'origen, etc.), que han permès la planificació i la realització de classes de llengua i cultura d'alguns dels col.lectius majoritaris establerts a Catalunya. La implementació d'aquest programa educatiu es basa en els plantejaments teòrics proposats per autors com Jim Cummins, Virginia Collier i Wayne Thomas, segons els quals el manteniment i el desenvolupament de la llengua primera (L1) d'un infant té una influència positiva en el procés d'adquisició d'una segona llengua (L2). Aquesta tesi té com a objectiu principal esbrinar si la participació en aquest programa educatiu suposa algun benefici (o perjudici) en el desenvolupament personal dels infants (que inclou l'actitud general, l'autoestima, l'interès o la vinculació en relació amb la cultura i la llengua del país d'origen...) o en el seu rendiment acadèmic. Per poder fer-ho hem analitzat les qualificacions acadèmiques d'un grup d'alumnes d'origen estranger segons el temps de participació en els cursos (metodologia quantitativa) i hem entrevistat diferents persones que estan implicades, de manera directa o indirecta, en l'organització dels cursos (metodologia qualitativa).
[eng] One of the main challenges which the primary and secondary educational system in Catalonia has had to respond to in the 21st century has been the massive arrival of foreign students, which has affected the sociolinguistic makeup of schools. The Department of Education of the Catalan Government has been forced to adapt the existing educational model, designed for a bilingual context (Spanish-Catalan), to a multilingual one. One course of action has been to promote the development of specific programs to teach these students their native languages and cultures. The Department of Education has established agreements with entities representing people of foreign origin (such as cultural associations, non-governmental organizations, embassies, etc.), which has made it possible to develop and offer a curriculum of linguistic and cultural classes to some of the main foreign populations established i n Catalonia. The implementation of this educational program is based on the theoretical approaches of researchers, such as Jim Cummins, Virginia ColIier and Wayne Thomas, who have proposed that the preservation and development of the first language (L1) of a child has a positive influence on the process of acquiring a second language (L2). One of the main objectives of this thesis is to determine whether the participation in these educational programs improves (or impairs) the personal development of the children (including general attitude, self-esteem, interest in or relation to their homelands' culture and language) or their academic performance. In order to do this, I have analyzed the academic results of a group of foreign students in relation to the time they have participated in the courses (quantitative methodology). In addition, I have interviewed different people who are directly or indirectly involved in the design and implementation of these courses (qualitative methodology).
[eng] One of the main challenges which the primary and secondary educational system in Catalonia has had to respond to in the 21st century has been the massive arrival of foreign students, which has affected the sociolinguistic makeup of schools. The Department of Education of the Catalan Government has been forced to adapt the existing educational model, designed for a bilingual context (Spanish-Catalan), to a multilingual one. One course of action has been to promote the development of specific programs to teach these students their native languages and cultures. The Department of Education has established agreements with entities representing people of foreign origin (such as cultural associations, non-governmental organizations, embassies, etc.), which has made it possible to develop and offer a curriculum of linguistic and cultural classes to some of the main foreign populations established i n Catalonia. The implementation of this educational program is based on the theoretical approaches of researchers, such as Jim Cummins, Virginia ColIier and Wayne Thomas, who have proposed that the preservation and development of the first language (L1) of a child has a positive influence on the process of acquiring a second language (L2). One of the main objectives of this thesis is to determine whether the participation in these educational programs improves (or impairs) the personal development of the children (including general attitude, self-esteem, interest in or relation to their homelands' culture and language) or their academic performance. In order to do this, I have analyzed the academic results of a group of foreign students in relation to the time they have participated in the courses (quantitative methodology). In addition, I have interviewed different people who are directly or indirectly involved in the design and implementation of these courses (qualitative methodology).
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FIDALGO PIÑA, Mònica. L'ensenyament de llengua i cultura d'origen a Catalunya. [consulta: 3 de gener de 2026]. [Disponible a: https://hdl.handle.net/2445/101751]