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Summary
1.
Background and justification
2.
Results
2.1.
The demographic and sociolinguistic situation of French-speakers
in Western Canada
2.2.
Fundamental variables
2.3.
Causes of the sociolinguistic evolution
3.
Comparisons with Catalonia
4.
References
1.
Background and justification (2)
One
of the most problematic issues of Catalan sociolinguistic situation
is that of the real effects of school language policy on the immigrant
origin population, particularly those of second - or even third
- generation Spanish-speaking families from other parts of the Iberian
Peninsula. Generally, public education uses the 'language conjunction'
system, which, for pupils with L1 other than Catalan, is based on
immersion methodology (early exposure of a child to
a language other than that of the family). The psycholinguistic
and pedagogical aspects of this system have been studied and theorized
upon, but its sociolinguistic aspect has been considered to a much
lesser extent. Several studies (see for example Vila i Moreno, 1996),
reveal consistently serious indicators suggesting that the expected
increased use of Catalan as a habitual language in relationships
between pupils, actually occurs very little in informal linguistic
contexts. When this increase occurs, it does so in sociolinguistic
and demographic contexts that are already very favourable to Catalan.
In situations with equal numbers of individuals with L1 Catalan
and L1 Spanish, or where the latter prevail, everyday non-formal
use of the historical language of Catalonia is somewhat low; Spanish
tends to be used in the vast majority of intergroup relationships,
despite the fact that Catalan is the predominant institutional and
vehicular language.
We
therefore need to make adequate hypotheses about the dynamics of
the situation, in order to correct the factors causing this lack
of progress in Catalan and enabling the continued application of
the intergroup norm favouring the use of Spanish also among new
generations. In addition to research that may be carried out on-site
in Catalonia, we need to seek out other perspectives to compare
the situation adequately, and to discover the hidden factors and
phenomena influencing the Catalan situation that may only be visible
when approached from a broader angle linked to other cases, where
they can appear more clearly.
The
Catalan situation combines the influence of current educational
factors with those of a sociolinguistic and demographic nature and
with the legacy of an unfavourable past political and linguistic
situation. The normal exerted influence of the education system
is affected by the diverse origin of the individuals forming class-groups
and, among other aspects, by the inherited social norm dictating
that individuals with Catalan L1 should change to the language of
those with Spanish L1 during interaction, not the other way around.
As we said above, this situation results in a low use of Catalan
in informal conversation at schools in Catalonia, even by native
individuals, who quickly adapt to the social use of Spanish. Despite
the general Catalan standardization and diffusion process in place
since the end of the Franco dictatorship, the intergroup use of
Spanish language may have still become generally predominant in
this generation.
It
is not an easy task to find other sociolinguistic situations bearing
similarities to Catalan case, which includes at the same time daily
group contact, important demographic and sociolinguistic aspects,
school language policy, and a context of full or partial language
officialization. One potentially interesting situation for theory
and practice is that of the Francophone population of Canada outside
of Quebec. Although Francophone Canadians outside of Quebec are
protected under a federal, official language framework, they often
find themselves in a minority situation due to the demolinguistic
numbers of English-speakers; these latter generally form the bulk
of the population in Canadian provinces outside of Quebec. However,
despite their demolinguistic minority, the vast majority of these
French-speakers manage their own schools and receive federal language
protection; this is used to maintain and develop school networks
in French in an attempt to maintain their code in these minority
situations and ensure its future reproduction (see Martel, 1995).
2.
Results
2.1.
The demographic and sociolinguistic situation of French-speakers
in Western Canada
As
revealed in earlier research (see Bastardas, 1999a), the
Francophone population of the Canadian provinces of British Colombia
and Alberta is a clear demographic and sociolinguistic minority,
since its members account for less than 5% of the inhabitants of
both provinces. However, French is co-official with English across
federal Canada. This allows for radio and television broadcasting
in French throughout Canada, commercial labelling in both languages,
being addressed in French by the federal government although
not in all branches and, most importantly, self-management
of schools. This is to say that Francophone communities can currently
control their schools, govern them, and within general limits
schedule their specific aims and teaching. |