The Influence of Family Environment on Exposure to English among Spanish Secondary School Students
Other Titles: 
The Influence of Family Environment on Exposure to English among Spanish Secondary School Students
Keywords: 
English as a Foreign Language (EFL)
Family environment
Second language learning
Secondary school students
English as a Foreign Language (EFL)
Family environment
Second language learning
Secondary school students
Issue Date: 
2018
Publisher: 
Servicio de Publicaciones de la Universidad de Navarra
ISSN: 
1578-7001
Citation: 
Mirmán-Flores, A. (Ana); García-Jiménez, E. (Eduardo). "The Influence of Family Environment on Exposure to English among Spanish Secondary School Students". Estudios sobre Educación. 34, 2018, 283 - 306
Abstract
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.
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.

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