Ana Mirmán Flores e-mail(Inicie sesión) , Eduardo García Jiménez e-mail(Inicie sesión)

Contenido principal del artículo

Autores/as

Ana Mirmán Flores e-mail(Inicie sesión)
Eduardo García Jiménez e-mail(Inicie sesión)

Resumen

311
This article examines how the family environment influences exposure to English among Spanish Secondary Education students. Data concerning 186 students attending an ISCED-2 level in two urban secondary schools was collected through a questionnaire survey about the activities in English that students’ families do and/or promote outside the academic environment, and what kind of exposure activities students have in everyday situations. Several analyses were carried out including a descriptive, a correlational and a Cluster study. The findings reveal three main patterns concerning degrees and types of exposure, but indicate that Secondary students’ exposure to English outside the school and informal language learning opportunities are very low.

Palabras clave

English as a Foreign Language (EFL), Family environment, Second language learning, Secondary school students

Referencias

Arribas, M. (2016). Analysing a whole CLIL school: Students’ attitudes, motivation, and receptive vocabulary outcomes. Latin American Journal of Content and Language Integrated Learning, 9(2), 267-292.

Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecologies perspective. Human Development, 49, 193-224.

Barton, D. (2007). Literacy: An Introduction to the Ecology of Written Language. Oxford: Blackwell Publishing.

Baynham, M. (2004). Ethnographies of literacy: Introduction. Language and Education, 18(4), 285-90.

Bernstein, B. (1989). Pedagogic codes and social control. Athens: Alexandreia.

Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research, and critique. London: Taylor and Francis.

Bonnet, G. (Ed.) (2003). The assessment of pupils’ skills in English in eight European countries. Paris: Le Réseau européen des responsables de l’évaluation des systèmes éducatifs.

Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood Press.

Buttler, A. (2009). Languages for social cohesion: the 2004-2007 programme of the ECML. In D. Newby y H. Penz (Eds.), Languages for social cohesion: language education in a multilingual and multicultural Europe (pp. 11-16). Strasbourg: Council of Europe.

Cobb, T. and Horst, M. (2011). Does Word Coach Coach Words? CALICO Journal. 28(3), 639-661.

Council of Europe (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge: Cambridge University Press.

Dendrinos, B., Zouganeli, K. and Karavas, E. (2013). Foreign language learning in Greek Schools. European Survey on Language Competences. Athens: National and Kapodistrian University of Athens.

Erickson, G. (2004). Engelska I åtta europeiska länder [English in eight European countries]. Stockholm: Skolverket.

European Commission SurveyLang (2012). First European Survey on Language Competences: Final Report, Version 2.0. http://ec.europa.eu/languages/policy/strategic-framework/documents/language-survey-final-report_en.pdf

Fill, A. and Mühlhäusler, P. (2006). The Ecolinguistics Reader. In A. Fill and P. Mühlhäusler (Eds.), Language, Ecology and Environment (pp. 1-296). New York: Bloomsbury Publishing.

Graddol, D. (2006). English Next: Why Global English may mean the End of ‘English as a Foreign Language’. London: British Council.

Instituto Nacional de Evaluación Educativa-INEE (2012). Estudio Europeo de Competencia Lingüística EECL. Volúmenes I y II Informe español. Madrid: Ministerio de Educación, Cultura y Deporte.

Joseph, M. and Ramani, E. (2012). “Glocalization”: Going Beyond the Dichotomy of Global Versus Local Through Additive Multilingualism. International Multilingual Research Journal, 6(1), 22-34.

Kalaja, P., Alanen, R., Palviainen, Å. and Dufva, H. (2011). From milk cartons to English roommates: Context and agency in L2 learning beyond the classroom. In P. Benson and H. Reinders (Eds.), Beyond the language classroom: The theory and practice of informal language learning and teaching (pp. 47-58). Basingstoke: Palgrave.

Kramsch, C. (2003). Teaching language along the cultural faultline. In Lange, D. L. and Paige, R. M. (Eds.) Culture as the core: perspectives on culture in second language learning. Greenwich: Connecticut Information Age Publishing.

Kuppens, A. H. (2010). Incidental Foreign Language Acquisition from Media Exposure. Learning, Media and Technology, 35(1), 65-85.

Olsson, E. (2011). Everything I Read on the Internet is in English – On the Impact of Extramural English on Swedish 16-Year-Old Pupils’ Writing Proficiency. Licentiate dissertation. University of Gothenburg, Sweeden.

Oscarson, M., and Apelgren, B. M. (2005). Nationella utvärderingen av grundskolan 2003 (NU-03). Engelska [The national evaluation of compulsory school 2003. English]. Ämnesrapporttill rapport 251. Stockholm: Skolverket.

Pinker, S. (1994). The language instinct. New York: Harper Collins.

Reinders, H. (ed.) (2012). Digital Games in Language Learning and Teaching. Basingstoke: Palgrave Macmillan.

Santos, M.A., Godás, A. and Lorenzo, M. (2016). ¿Puede la implicación de los padres mejorar el estudio de sus hijos en la escuela? La evidencia de un programa pedagógico. Estudios sobre Educación, 30, 9-30.

Sealey, A. and Carter, B. (2004). Applied linguistics as social science. London and New York: Continuum.

Sundqvist, P. (2009). Extramural English Matters: Out-of-school English and its Impact on Swedish Ninth Graders’ Oral Proficiency and Vocabulary. PhD dissertation. Karlstad University, Sweden.

Sylvén, L. K. (2004). Teaching in English or English Teaching? On the Effects of Content and Language Integrated Learning on Swedish Learners’ Incidental Vocabulary Acquisition. PhD dissertation. University of Gothenburg, Sweeden.

Sylvén, L. K. and Sundqvist, P. (2012). World of VocCraft: Computer Games and Swedish Learners’ L2 Vocabulary. In H. Reinders (Ed.), Digital Games in Language Learning and Teaching (pp. 189-208). Basingstoke: Palgrave Macmillan.

Sylvén, L. K. (2013). CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe. International Journal of Bilingual Education and Bilingualism, 16(3), 301-320.

Tudor, I. (2003). Learning to live with complexity: Towards an ecological perspective on language teaching. System, 31(1), 1-12.

Van Lier, L. (2004). The Ecology and semiotics of Language Learning. A Sociocultural Perspective. Boston: Kluwer Academic Publishers.

Métricas

Search GoogleScholar




Detalles

Detalles del artículo

Sección
Artículos