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Sociolingüística catalana


Trilingual education in the Vall d’Aran. An analysis in terms of linguistic interdependence, by Jordi Suïls Subirà, Àngel Huguet Canalís and Xavier Lamuela Garcia


CONTINUA


The VL variable also had a clear effect on PG1. For the Initial Cycle (figure 4), in line with the treatment of the languages in the syllabus, the Catalan VL group obtained relatively average or high marks in Catalan and Spanish, and visibly low marks in Occitan, whilst the Occitan VL group obtained fairly high marks in Occitan and average marks in Catalan and Spanish. Only in the case of Occitan are there significant differences: this language is at a disadvantage in Catalan VL. If we look at the Intermediate and Upper cycles (figures 5 and 6), we can see that significant differences only appear in the Upper cycle when we compare the VL groups, and this is especially the case for Catalan and Occitan in the Upper Cycle. What actually occurs in the Intermediate Cycle – and to a larger extent in the Upper Cycle – is that the Occitan VL group obtains higher marks for all three languages in isolation. At the same time, the Catalan VL group obtains fairly low averages for Catalan and Occitan. We came upon the explanation for this whilst observing the composition of the DLC of this VL group: the majority of subjects in the Catalan VL group in the Upper Cycle are significantly (in terms of frequency distribution), monolingual Spanish-speaking DLC. This caused the group to obtain poor results due to the inflexibility of the system: each line of education had been designed as an option corresponding to the DLC of each student (Spanish-speaking for Spanish VL, Catalan-speaking for Catalan VL and Occitan-speaking students for Occitan VL). What the model did not envisage was that the Catalan VL option would be chosen mainly by Spanish-speaking DLC students (who are generally monolingual). On the other hand, the predisposition of teaching staff towards Occitan means that the Occitan VL option meets the conditions required for the correct operation of an educative model in a minority language: it is flexible in that it admits students whose own language is not Occitan.

Figure 4. PG1 averages according to VL groups. Initial Cycle

PG1 averages according to VL groups. initial cycle

Figure 5. PG1 averages according to VL groups. Intermediate Cycle

PG1 averages according to VL groups. intermediate cycle

Figure 6. PG1 averages according to VL groups. Upper Cycle

PG1 averages according to VL groups. upper cycle


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