El contexto bilingüe de algunas Comunidades Autónomas en España es un laboratorio natural donde se producen procesos de cambio social en las identidades culturales y lingüísticas. Este artículo analiza algunos de los antecedentes y consecuencias de estas identidades. Una muestra de 2.446 estudiantes, distribuidos de forma similar entre cinco Comunidades Autónomas bilingües: Cataluña, Galicia, Navarra, País Vasco y Valencia, contestaron en un contexto intergrupal un cuestionario sobre identidad cultural y lingüística, uso y vitalidad de las lenguas autonómicas y del castellano y actitudes intergrupales, entre otros. Los resultados muestran que se pueden distinguir la identidad cultural y la lingüística, tanto autonómica como española, y que la combinación entre grados de identificación con estas identidades da lugar a tres prototipos identitarios sociológica y psicosocialmente significativos:
The question as to whether there is a threshold value for input below which bilinguals do not achieve a monolingual-like development often arises. Although input does not seem to be determining for learning syntax, according to Juan-Garau and Pérez-Vidal, the amount of vocabulary acquired is proportional to the time of exposure. This article contributes to the current discussion with data from very young children exposed either to monolingual input of Basque or to different degrees of bilingual input of Basque and Spanish/French. The corpus for the present investigation has been extracted from the adaptation to Basque of the MacArthur–Bates communicative development inventories 1 and 2 questionnaires based on parental reports. These questionnaires, adapted to more than 40 languages throughout the world ( www.sci.sdsu.edu/cdi ), involve monthly data collection from different children for each age interval between ages 8 and 30 months and have proved to be a powerful instrument to establish normal linguistic development and deviance at an early stage. This study finds that the development of productive vocabulary in the four input groups established follows the tendencies described by Bates et al. but at different paces corresponding to different vocabulary sizes. In other words, the ‘nominal bias’ lasts to a higher age in the lower input groups, and the lexical diversity appears earlier in the higher input groups. Furthermore, lexical verbs, not predicates, are analysed as a separate category based on the study by Barreña and Serrat, which showed a higher proportion of verbs appeared in Basque as compared to the surrounding Romance languages. This tendency towards the use of verbs is confirmed in the data collected from input groups with higher exposure to Basque.
This study analyses the influence of ethnic identity on the acculturation orientations of Basque undergraduates, towards groups in traditional contact (native Basques and native Spaniards) and towards recent immigrant groups. Five dimensions were used to measure the Basque and/or Spanish identities: linguistic, cultural, political, global, and the desire to be Basque and/or Spanish. Two factors were identified by analysing the factor structure of the items: Basque and Spanish identity. The scales of both factors were dichotomised using the mid-point of a 7-point Likert-type scale. The subjects were classified, according to their scores on identity scales, into three prototypes: two polarised identities, Basque and Spanish, and a third Dual prototype merges both identities. The main aim is to compare the host acculturation orientations of the three prototype identities towards different groups. The differences in acculturation were small in regard to immigrant groups, although orientations were more negative towards groups of immigrants who are less highly regarded by the host society. Interestingly, the prototypes differ in the acculturation orientations regarding the groups in traditional contact, the native Basques and native Spaniards. An in-group favouritism effect occurs, in both polarised prototypes, whereas the Dual prototype shows similar positive acculturation orientations towards both groups.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.