{"id":{"repo_id":"uwtsd","oai_identifier":"oai:repository.uwtsd.ac.uk:2973"},"canonical_url":"https://search.dev.ndltd.org/etd/uwtsd/oai:repository.uwtsd.ac.uk:2973","repository":{"repo_id":"uwtsd","name":"University of Wales Trinity Saint David","base_url":"https://repository.uwtsd.ac.uk/cgi/oai2"},"display":{"title":"From Foreign Language Learning to Second Language Acquisition. The Use of Television in the Early Acquisition of a Second Language in Additive Contexts. Towards an Understanding of the Sociolinguistic, Political and Educational Factors Involved in the Development and Implementation of a Lifestyle Diglossia.","abstract":"The aim of this doctoral thesis is to contribute to the understanding of the sociolinguistic, political and educational factors involved in the development and implementation of a Lifestyle Diglossia. Central to the thesis is the presentation, analysis and discussion of the results of a piece of research designed to throw some light on the nature of family language policy in relation to the use of television for children's acquisition of a foreign language in an additive context. The research was planned with three objectives in mind. First, to confirm the author’s personal perception, drawn from observation within his own social networks, that technological advancement has not brought about a significant increase in the consumption of foreign television content in the original version. Second, to understand how these habits are affected by families’ attitudes, beliefs and ideologies concerning the use of television as a tool for the acquisition of a foreign language in an additive context, and by families’ efforts to influence language choice. Third, to study the environmental factors that play a major role in shaping family language policy. The method adopted for this piece of research took the form of an Internet-based questionnaire that combined both closed-ended and open-ended questions addressed to parents with children in nurseries, and pre-primary and primary level schools from a particular region of Spain. The parents were asked about their habits, attitudes and beliefs in relation to foreign language learning in general and the use of television for their children's acquisition of English in particular, and about other variables that affect family language policy. The data obtained from the answers to the questionnaire show that 18% of the respondents' children view television in English on a regular basis (every day or quite often). Through the use of chi-square tests (χ2), the information gathered has allowed us to construct various ranks of dependence relationships between the different variables that conform and shape family language policy. Finally, in the light of the research outcomes, we will conclude by recommending government top-down planning action aimed at promoting television-mediated foreign language acquisition at family level.","abstract_html":"The aim of this doctoral thesis is to contribute to the understanding of the sociolinguistic, political and educational factors involved in the development and implementation of a Lifestyle Diglossia. Central to the thesis is the presentation, analysis and discussion of the results of a piece of research designed to throw some light on the nature of family language policy in relation to the use of television for children's acquisition of a foreign language in an additive context. The research was planned with three objectives in mind. First, to confirm the author’s personal perception, drawn from observation within his own social networks, that technological advancement has not brought about a significant increase in the consumption of foreign television content in the original version. Second, to understand how these habits are affected by families’ attitudes, beliefs and ideologies concerning the use of television as a tool for the acquisition of a foreign language in an additive context, and by families’ efforts to influence language choice. Third, to study the environmental factors that play a major role in shaping family language policy. The method adopted for this piece of research took the form of an Internet-based questionnaire that combined both closed-ended and open-ended questions addressed to parents with children in nurseries, and pre-primary and primary level schools from a particular region of Spain. The parents were asked about their habits, attitudes and beliefs in relation to foreign language learning in general and the use of television for their children's acquisition of English in particular, and about other variables that affect family language policy. The data obtained from the answers to the questionnaire show that 18% of the respondents' children view television in English on a regular basis (every day or quite often). Through the use of chi-square tests (χ2), the information gathered has allowed us to construct various ranks of dependence relationships between the different variables that conform and shape family language policy. Finally, in the light of the research outcomes, we will conclude by recommending government top-down planning action aimed at promoting television-mediated foreign language acquisition at family level.","abstract_has_math":false,"creators":["Quindós, José Manuel"],"institution":"University of Wales Trinity Saint David","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-04","date_published":"2024-04","updated_at":"2026-07-24T05:52:59Z","subjects":["H Gwyddorau Cymdeithasol (Cyffredinol)"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.grantnumber","label":"Dc Identifier Grantnumber","values":["UWTSD"],"render_values":[{"text":"UWTSD","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.82227/repository.uwtsd.ac.uk.00002973","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.sponsor","label":"Sponsor","values":["University of Wales Trinity Saint David"]},{"key":"dc:creator","label":"Author","values":["Quindós, José Manuel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-04-29"]},{"key":"dc:date.issued","label":"Date","values":["2024-04"]},{"key":"dc:publisher.commercial","label":"Dc Publisher Commercial","values":["University of Wales Trinity Saint David"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Traethodau PhD","Institute of Education and Humanities: Humanities and Social Sciences"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Wales Trinity Saint David"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://repository.uwtsd.ac.uk/id/eprint/2973/"]},{"key":"dc:type","label":"Dc Type","values":["Gosodiad"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["H Gwyddorau Cymdeithasol (Cyffredinol)"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["10.82227/repository.uwtsd.ac.uk.00002973"]},{"key":"dc:identifier.grantnumber","label":"Dc Identifier Grantnumber","values":["UWTSD"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repository.uwtsd.ac.uk/id/eprint/2973/22/2973%20Quindos%2C%20Jose%20Manuel%20%282024%29%20PhD%20From%20Foreign%20Language%20Learning%20thesis.pdf","https://repository.uwtsd.ac.uk/id/eprint/2973/13/Quindos%2C%20Jose%20%282024%29%20PhD%20From%20Foreign%20Language%20Learning%20to%20Second%20Language%20Acquisition%20Appendices.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The aim of this doctoral thesis is to contribute to the understanding of the sociolinguistic, political and educational factors involved in the development and implementation of a Lifestyle Diglossia. Central to the thesis is the presentation, analysis and discussion of the results of a piece of research designed to throw some light on the nature of family language policy in relation to the use of television for children's acquisition of a foreign language in an additive context. The research was planned with three objectives in mind. First, to confirm the author’s personal perception, drawn from observation within his own social networks, that technological advancement has not brought about a significant increase in the consumption of foreign television content in the original version. Second, to understand how these habits are affected by families’ attitudes, beliefs and ideologies concerning the use of television as a tool for the acquisition of a foreign language in an additive context, and by families’ efforts to influence language choice. Third, to study the environmental factors that play a major role in shaping family language policy. The method adopted for this piece of research took the form of an Internet-based questionnaire that combined both closed-ended and open-ended questions addressed to parents with children in nurseries, and pre-primary and primary level schools from a particular region of Spain. The parents were asked about their habits, attitudes and beliefs in relation to foreign language learning in general and the use of television for their children's acquisition of English in particular, and about other variables that affect family language policy. The data obtained from the answers to the questionnaire show that 18% of the respondents' children view television in English on a regular basis (every day or quite often). Through the use of chi-square tests (χ2), the information gathered has allowed us to construct various ranks of dependence relationships between the different variables that conform and shape family language policy. Finally, in the light of the research outcomes, we will conclude by recommending government top-down planning action aimed at promoting television-mediated foreign language acquisition at family level."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["From Foreign Language Learning to Second Language Acquisition. The Use of Television in the Early Acquisition of a Second Language in Additive Contexts. Towards an Understanding of the Sociolinguistic, Political and Educational Factors Involved in the Development and Implementation of a Lifestyle Diglossia."]}]}],"canonical_facts":{"dc:contributor.sponsor":["University of Wales Trinity Saint David"],"dc:creator":["Quindós, José Manuel"],"dc:date":["2024-04-29"],"dc:date.issued":["2024-04"],"dc:description.abstract":["The aim of this doctoral thesis is to contribute to the understanding of the sociolinguistic, political and educational factors involved in the development and implementation of a Lifestyle Diglossia. Central to the thesis is the presentation, analysis and discussion of the results of a piece of research designed to throw some light on the nature of family language policy in relation to the use of television for children's acquisition of a foreign language in an additive context. The research was planned with three objectives in mind. First, to confirm the author’s personal perception, drawn from observation within his own social networks, that technological advancement has not brought about a significant increase in the consumption of foreign television content in the original version. Second, to understand how these habits are affected by families’ attitudes, beliefs and ideologies concerning the use of television as a tool for the acquisition of a foreign language in an additive context, and by families’ efforts to influence language choice. Third, to study the environmental factors that play a major role in shaping family language policy. The method adopted for this piece of research took the form of an Internet-based questionnaire that combined both closed-ended and open-ended questions addressed to parents with children in nurseries, and pre-primary and primary level schools from a particular region of Spain. The parents were asked about their habits, attitudes and beliefs in relation to foreign language learning in general and the use of television for their children's acquisition of English in particular, and about other variables that affect family language policy. The data obtained from the answers to the questionnaire show that 18% of the respondents' children view television in English on a regular basis (every day or quite often). Through the use of chi-square tests (χ2), the information gathered has allowed us to construct various ranks of dependence relationships between the different variables that conform and shape family language policy. Finally, in the light of the research outcomes, we will conclude by recommending government top-down planning action aimed at promoting television-mediated foreign language acquisition at family level."],"dc:format":["text"],"dc:identifier.doi":["10.82227/repository.uwtsd.ac.uk.00002973"],"dc:identifier.grantnumber":["UWTSD"],"dc:identifier.uri":["https://repository.uwtsd.ac.uk/id/eprint/2973/22/2973%20Quindos%2C%20Jose%20Manuel%20%282024%29%20PhD%20From%20Foreign%20Language%20Learning%20thesis.pdf","https://repository.uwtsd.ac.uk/id/eprint/2973/13/Quindos%2C%20Jose%20%282024%29%20PhD%20From%20Foreign%20Language%20Learning%20to%20Second%20Language%20Acquisition%20Appendices.pdf"],"dc:publisher.commercial":["University of Wales Trinity Saint David"],"dc:publisher.department":["Traethodau PhD","Institute of Education and Humanities: Humanities and Social Sciences"],"dc:publisher.institution":["University of Wales Trinity Saint David"],"dc:relation.isreferencedby":["https://repository.uwtsd.ac.uk/id/eprint/2973/"],"dc:subject":["H Gwyddorau Cymdeithasol (Cyffredinol)"],"dc:title":["From Foreign Language Learning to Second Language Acquisition. 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