Enseñanza en lenguas regionales y sentimiento de pertenencia a la escuela
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2019
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UAM Ediciones
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Abstract
El sentimiento de pertenencia a la escuela importa tanto para los resultados académicos como para el bienestar de los alumnos. Depende tan poco de variables sociales y organizativas que parece ser una característica puramente individual de los alumnos. Sin embargo, en España es notablemente menor en las CCAA bilingües, según los datos de PISA. En este artículo intentamos explicar esta diferencia. Verificamos primero la hipótesis de que se deba a la diglosia escuela-familia, con resultados negativos tanto a nivel de países como de las CCAA españolas. En el curso del análisis encontramos que son todos los alumnos que estudian en lenguas regionales los que deprimen el nivel de identificación con el centro, independientemente de cuál sea la lengua de su hogar. Encontramos también que esta variable explica la mayor parte de las diferencias entre las CCAA españolas. Establecidos estos hechos, avanzamos una hipótesis en términos de diglosia escuela-sociedad: el sentimiento de pertenencia a la escuela padece cuando la lengua de enseñanza es la de menor preferencia o uso sociales.
Sense of belonging at school is relevant both to academic results and to student wellbeing; it hardly depends on social and organizational factors, and it seems to be rather a personal trait. Nonetheless, it is in Spain clearly lower in bilingual regions, according to PISA data. In this paper we try to explain this difference. First we test the hypothesis of different languages being spoken at school and at home (school-home diglossia); empirical evidence forces us to reject it as well for PISA countries as for Spanish regions. Then we find that all students in schools using regional languages have lower scores in sense of belonging, with no influence whatsoever of their domestic language. We also find that regional language at school explains most of the differences among regions. Once these facts have been established, we advance some hypotheses in terms of school-society diglossia: the sense of belonging at school suffers when the teaching language is the one of lower social preference or less social use.
Sense of belonging at school is relevant both to academic results and to student wellbeing; it hardly depends on social and organizational factors, and it seems to be rather a personal trait. Nonetheless, it is in Spain clearly lower in bilingual regions, according to PISA data. In this paper we try to explain this difference. First we test the hypothesis of different languages being spoken at school and at home (school-home diglossia); empirical evidence forces us to reject it as well for PISA countries as for Spanish regions. Then we find that all students in schools using regional languages have lower scores in sense of belonging, with no influence whatsoever of their domestic language. We also find that regional language at school explains most of the differences among regions. Once these facts have been established, we advance some hypotheses in terms of school-society diglossia: the sense of belonging at school suffers when the teaching language is the one of lower social preference or less social use.