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Sociolingüística catalana |
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Trilingual education in the
Vall dAran. An analysis in terms of linguistic interdependence, by Jordi Suïls
Subirà, Àngel Huguet Canalís and Xavier Lamuela Garcia |
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CONTINUA |
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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
Figure 5. PG1 averages according to
VL groups. Intermediate Cycle
Figure 6. PG1 averages according to
VL groups. Upper Cycle
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