The influence of family environment on exposure to english among Spanish secondary school students

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.