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Sociolingüística catalana


Uses and social representations of languages in the Balearic Islands,
by Ernest Querol


CONTINUA


Table 5. Description of the four linguistic groups using induction graphs

Exclusively Catalan-speaking

Pupils with:
- A representation of Spanish of less than 5.95
- A Catalan-speaking parent
- A Spanish identity of less than 2.5
- Instrumental motivations in Catalan of over 6.25

More Catalan-speaking

Pupils with:
- A representation of Spanish of less than 5.95
- A Catalan-speaking parent
- A Spanish identity of over 2.5
- A Spanish network of less than 6.9
- Instrumental motivations of Spanish of over 6.75

More Spanish-speaking

Pupils with:
- A representation of Spanish of over 5.95
- A representation of Catalan of over 4.35
- Both parents who are Spanish-speaking, or with a Spanish-speaking father and a Catalan-speaking mother

Exclusively Spanish-speaking

Pupils with:
- A representation of Spanish of over 5.95
- A representation of Catalan of less than 4.35
- Both parents who are Spanish-speaking, or with a Spanish-speaking father and a Catalan-speaking mother
- A fear of being assimilated by Spanish-speakers of less than 1.5

If we compare these results with our hypotheses, we see that even the order that we put forward coincides with the induction graph results. Let us take a closer look at this: apart from the language spoken by parents to the pupils, which we did not take into consideration because of its obvious character, the ‘representation’ variable is the most helpful in defining the groups. Therefore, the ‘exclusively Catalan-speaking’ and the ‘more Catalan-speaking’ groups are determined by the low representation of Spanish. Representation is also the factor that best distinguishes the two groups that speak more Spanish from the Catalan-speaking groups. The second variable for Catalan-speakers is having a Catalan-speaking parent whereas, for the two Spanish-speaking groups, it is the level of Catalan representation that differentiates them; parents are the third variable differentiating them from the Catalan-speaking block.

As we have seen then, the importance of the ‘representation’ variable is clear, and it was this variable that featured in all of our subhypotheses. The other variable that appeared in our first subhypothesis was ‘social network’: in the description of linguistic groups using induction graphs, this is the fourth variable that delimits the group of more Spanish-speaking pupils.

The variables that we did not want to form part of the hypotheses, although they were included in the questionnaire, were those referring to the concept of "identity"; in this analysis, we see that this factor does differentiate the two more Catalan-speaking groups – at the third level. Finally, the other variable that delimits the exclusively Spanish-speaking group at the third level is the fear of being assimilated.

5.3 Predictive

5.3.1 Predictions of Belonging to a Linguistic Group

The model that we have used allows us to predict which group a pupil belongs to without the information that has led us to make this classification. Discriminatory analysis can be used to classify and assign pupils to a linguistic group. The level of correct results will give us the measure of interaction between the variables involved in the functions. Without eliminating the group in which pupils categorised themselves, i.e. the group to which pupils belong, the percentage of pupils correctly classified by our model is 70.1%. However, we believe that this variable was too close to the classification that we are trying to establish and have therefore eliminated it from this analysis. Thus, the data revealed below do not take into consideration the self-categorised group.


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