Gender Roles in Formal Second Language Learning in a Migratory Context: L2 Teachers’ Perceptions of Moroccan Origin Women in Catalonia

In Catalonia, the largest group of immigrants is that of Moroccan origin. Some Moroccan women are conditioned by a traditional family model that is concretised by the spatial separation between men and women in all spheres of society, a fact that influences the socialisation of these women and that,...

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Detalles Bibliográficos
Autores: Ferrerós, Carla, Abdellaoui Boussatta, Hanan
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/23711
Acceso en línea:http://hdl.handle.net/10256/23711
Access Level:acceso abierto
Palabra clave:Llenguatge i llengües -- Ensenyament
Language and languages -- Study and teaching
Llengua segona -- Adquisició
Second language acquisition
Dones immigrants
Women immigrants
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spelling Gender Roles in Formal Second Language Learning in a Migratory Context: L2 Teachers’ Perceptions of Moroccan Origin Women in CataloniaFerrerós, CarlaAbdellaoui Boussatta, HananLlenguatge i llengües -- EnsenyamentLanguage and languages -- Study and teachingLlengua segona -- AdquisicióSecond language acquisitionDones immigrantsWomen immigrantsIn Catalonia, the largest group of immigrants is that of Moroccan origin. Some Moroccan women are conditioned by a traditional family model that is concretised by the spatial separation between men and women in all spheres of society, a fact that influences the socialisation of these women and that, in a migratory context, may have an impact on their early abandonment of formal second language courses. Accordingly, this study aims to analyse the importance of accounting for the culture and gender factors in language teaching in a migratory context. We conducted semi-structured interviews with eight teachers of Catalan and Spanish as a second language, as they are the link between the institution and the students. The results suggest that providing instruction to segregated groups might grant women who are unable to participate in mixed-gender language classes the opportunity to increase their second language proficiency and thus facilitate their integration into the corresponding host territory. Offering gender-specific courses is a particular challenge for public L2 schools, where groups are organised according to the learners’ levels and not according to characteristics linked to origin and gender, as the latter practice may be at odds with the criteria of equality that guide public education in the host territoryThis research was funded by Ministerio de Ciencia e Innovación, grant number PID2021-123617NB-C42MDPI (Multidisciplinary Digital Publishing Institute)Agencia Estatal de Investigación2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpeer-reviewedapplication/pdfhttp://hdl.handle.net/10256/23711http://hdl.handle.net/10256/23711Societies, 2023, vol. 13, núm. 7, p. 173Articles publicats (D-FLC)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.3390/soc13070173info:eu-repo/semantics/altIdentifier/eissn/2075-4698PID2021-123617NB-C42info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023/PID2021-123617NB-C42Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10256/237112026-05-29T05:05:01Z
dc.title.none.fl_str_mv Gender Roles in Formal Second Language Learning in a Migratory Context: L2 Teachers’ Perceptions of Moroccan Origin Women in Catalonia
title Gender Roles in Formal Second Language Learning in a Migratory Context: L2 Teachers’ Perceptions of Moroccan Origin Women in Catalonia
spellingShingle Gender Roles in Formal Second Language Learning in a Migratory Context: L2 Teachers’ Perceptions of Moroccan Origin Women in Catalonia
Ferrerós, Carla
Llenguatge i llengües -- Ensenyament
Language and languages -- Study and teaching
Llengua segona -- Adquisició
Second language acquisition
Dones immigrants
Women immigrants
title_short Gender Roles in Formal Second Language Learning in a Migratory Context: L2 Teachers’ Perceptions of Moroccan Origin Women in Catalonia
title_full Gender Roles in Formal Second Language Learning in a Migratory Context: L2 Teachers’ Perceptions of Moroccan Origin Women in Catalonia
title_fullStr Gender Roles in Formal Second Language Learning in a Migratory Context: L2 Teachers’ Perceptions of Moroccan Origin Women in Catalonia
title_full_unstemmed Gender Roles in Formal Second Language Learning in a Migratory Context: L2 Teachers’ Perceptions of Moroccan Origin Women in Catalonia
title_sort Gender Roles in Formal Second Language Learning in a Migratory Context: L2 Teachers’ Perceptions of Moroccan Origin Women in Catalonia
dc.creator.none.fl_str_mv Ferrerós, Carla
Abdellaoui Boussatta, Hanan
author Ferrerós, Carla
author_facet Ferrerós, Carla
Abdellaoui Boussatta, Hanan
author_role author
author2 Abdellaoui Boussatta, Hanan
author2_role author
dc.contributor.none.fl_str_mv Agencia Estatal de Investigación
dc.subject.none.fl_str_mv Llenguatge i llengües -- Ensenyament
Language and languages -- Study and teaching
Llengua segona -- Adquisició
Second language acquisition
Dones immigrants
Women immigrants
topic Llenguatge i llengües -- Ensenyament
Language and languages -- Study and teaching
Llengua segona -- Adquisició
Second language acquisition
Dones immigrants
Women immigrants
description In Catalonia, the largest group of immigrants is that of Moroccan origin. Some Moroccan women are conditioned by a traditional family model that is concretised by the spatial separation between men and women in all spheres of society, a fact that influences the socialisation of these women and that, in a migratory context, may have an impact on their early abandonment of formal second language courses. Accordingly, this study aims to analyse the importance of accounting for the culture and gender factors in language teaching in a migratory context. We conducted semi-structured interviews with eight teachers of Catalan and Spanish as a second language, as they are the link between the institution and the students. The results suggest that providing instruction to segregated groups might grant women who are unable to participate in mixed-gender language classes the opportunity to increase their second language proficiency and thus facilitate their integration into the corresponding host territory. Offering gender-specific courses is a particular challenge for public L2 schools, where groups are organised according to the learners’ levels and not according to characteristics linked to origin and gender, as the latter practice may be at odds with the criteria of equality that guide public education in the host territory
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
peer-reviewed
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/23711
http://hdl.handle.net/10256/23711
url http://hdl.handle.net/10256/23711
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.3390/soc13070173
info:eu-repo/semantics/altIdentifier/eissn/2075-4698
PID2021-123617NB-C42
info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2021-2023/PID2021-123617NB-C42
dc.rights.none.fl_str_mv Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI (Multidisciplinary Digital Publishing Institute)
publisher.none.fl_str_mv MDPI (Multidisciplinary Digital Publishing Institute)
dc.source.none.fl_str_mv Societies, 2023, vol. 13, núm. 7, p. 173
Articles publicats (D-FLC)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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