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2.3.
Declared data, observed data: between perception and reality
The fact that we have declared data on the language principally
used with friends and classmates (drawn from the questionnaires)
and observed data on linguistic usage during break times (recordings)
allows us to test the point to which the perception schoolchildren
have of their linguistic practices matches reality.
Graph 2. Declared and observed
linguistic choices observed for
each linguistic family group
Soruce: Vila and Galindo body of data
As can be seen in graph 2, actual use of Spanish
is always higher than the perception. Although only 59% of Spanish
speaking children say they normally use Spanish with their friends,
in their free time 80% of their speaking turns are produced in Spanish.
These figures make it clear that some of the Spanish-speakers who
declare themselves to be bilingual in their social networks (11%)
and some who say they normally relate to others in Catalan (30%)
are, in practice, active users of Spanish.
A similar phenomenon occurs with children from
Catalan-speaking families and, in a sense, it is perhaps more accentuated:
only 12% declare that they actively use Spanish, but 42% of the
turns they produce are in Spanish. As in the previous case, declared
bilingual usages conceal mainly Spanish linguistic practices. The
conclusions that can be drawn from analysing bilingual families
follow the lines noted for the other two linguistic groups.
We are looking at a phenomenon that has already
been observed in other studies (Vila 1996, Rosselló 2003),
but which is now clearly and empirically corroborated, as it can
be based on the comparison of declared and observed data for a large
enough sample of informants and interactions: some children who
use little Catalan – sometimes only isolated words –
attribute much more weight to this language in their linguistic
usages than it actually has; by contrast, children who use Spanish
frequently tend to reduce the presence of this language when they
are asked to quantify their linguistic practices. In others words,
informants over-value the use of Catalan in declared data: a very
important piece of information for sociolinguistic research in the
Catalan sphere.
3. The factors explaining
linguistic choice
3.1. The role
of the family language and social networks on the choices observed
In accordance with the available data, the language
for relationships between members of the home largely determines
the language normally used during free time. At school, children
from both Catalan-speaking and Spanish-speaking families produce
and receive more messages in the language which is predominant at
home.
However, in this relationship between the family language and the
language used at schools, important differences are observed between
the two groups: of every 5 turns produced and received by Spanish-speakers,
4 are in Spanish; by contrast, Catalan-speakers only speak and are
spoken to in Catalan in 3 out of every 5 turns. The behaviour of
bilingual families is close to that of Spanish-speakers: they produce
and receive more turns in Spanish (3 out of 5) than in Catalan (graphs
3 and 4).(4)
GRAPH 3. Language of speaking
turns produced by each linguistic group of families
Source: Vila and Galindo body of
data
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