Keywords
Primary Education
teacher education
immigration
Acculturation Theory Asturias
Educación Primaria
formación del profesorado
inmigración
Teoría de la Aculturación Asturies
Educación Primaria
formación del profesoráu
inmigración
Teoría de l’Aculturación
How to Cite
Abstract
Within the framework of Acculturation Theory, the present study examines acculturation and linguistic acculturation preferences, intercultural sensitivity, language attitudes, and multicultural ideology among future teachers enrolled in the Bachelor’s Degree in Primary Education at the University of Oviedo. It also examines potential differences between students specializing in Asturian Language and those enrolled in the other specializations (Special Education, Physical Education, Music Education, and Foreign Language: English). The sample comprised 131 students (89 in their third year and 42 in their fourth year), of whom 33 were specializing in Asturian Language and 98 in other areas. Participants completed a questionnaire assessing acculturation and linguistic acculturation preferences toward descendants of Romanian and Moroccan immigrants, intercultural sensitivity, attitudes toward Romanian and Arabic, and multicultural ideology, the latter examined through discrimination-racism, stereotypes, and perceived threat. The results showed strong associations between preferences expressed toward both groups, positive relationships between intercultural sensitivity and language attitudes, and significant associations among the different components of multicultural ideology. No systematic significant differences were found between students specializing in Asturian Language and those enrolled in the other specializations. The main exception concerned stereotypes toward descendants of Romanian immigrants, which were more positive among students specializing in Asturian Language. These findings highlight the need to further examine the cultural and linguistic factors shaping future teachers’ positioning toward diversity and to incorporate this knowledge into teacher education programs.
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Copyright (c) 2026 Ángel Huguet-Canalís,Xosé Antón González-Riaño,Cecilio Lapresta-Rey,Fernando Senar-Morera