Between social prejudices and linguistic attitudes

Teaching languages of origin in Catalonia

Dados Bibliográficos

ID16775083
AutoresAstrid Codana Alcántara (0000-0002-9666-0390, Universitat Autonòma de Barcelona, autor correspondente), Angelina Sánchez-Martí (0000-0002-4719-4688, Universitat Autonòma de Barcelona), Jordi Pàmies Rovira (0000-0003-1707-4797, Universitat Autonòma de Barcelona)
Ano2026
Páginas1-17
Data de publicação2026-04-15
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoLanguage and Intercultural Communication (JOURNAL)
Identificadores do periódicoISSN: 1470-8477 • E-ISSN: 1747-759X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14708477.2026.2638935
OpenAlexW7154504202
IdiomaEN
Referências citadas20

Language education policies in Catalonia have experience in incorporating languages of origin in schools, with more than 15 languages taught both in and out of school and over 100,000 pupils benefiting. This qualitative exploratory study analyzes the implementation of the Arabic Language and Moroccan Culture (LACM) program in Catalan schools. Data were collected through 39 semi-structured interviews with members of the educational community to identify facilitators and barriers. Findings show that, despite institutional efforts to promote linguistic and cultural rapprochement, significant barriers persist, including implementation gaps and a prevailing paternalistic perspective. General guidelines are proposed to improve the program's implementation.

Foreign language · Immigration · Indo-European languages · Intercultural communication · Language proficiency · Metalinguistics · Multilingualism · Sociolinguistics · Linguistic and Sociocultural Studies · Multilingual Education and Policy · Spanish Linguistics and Language Studies