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. |