Languages and school in Catalonia

Arnau, Jaume; Boada, Humbert

doi:10.1080/01434632.1986.9994236

Cited by 9 publications

(2 citation statements)

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“…In the school system, Catalan is the primary language of instruction. Later, in primary school, children receive 2-3 h of Spanish classes per week, while the rest of the subjects are taught in Catalan [52,53]. According to Alarcón and Garzón [54], children in Barcelona are equally proficient in both Spanish and Catalan, although the use of Spanish is more popular.…”

Section: Methodsmentioning

confidence: 99%

Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan–Spanish and European Portuguese Speaking Children

et al. 2021

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Nonword repetition has been proposed as a diagnostic marker of developmental language disorder (DLD); however, the inconsistency in the ability of nonword repetition tasks (NRT) to identify children with DLD raises significant questions regarding its feasibility as a clinical tool. Research suggests that some of the inconsistency across NRT may be due to differences in the nature of the nonword stimuli. In this study, we compared children’s performance on NRT between two cohorts: the children in the Catalan–Spanish cohort (CS) were bilingual, and the children in the European Portuguese cohort (EP) were monolingual. NRT performance was assessed in both Spanish and Catalan for the bilingual children from Catalonia-Spain and in Portuguese for the monolingual children from Portugal. Results show that although the absolute performance differed across the two cohorts, with NRT performance being lower for the CS, in both Catalan and Spanish, as compared to the EP cohort in both, the cut-points for the likelihood ratios (LH) were similar across the three languages and mirror those previously reported in previous studies. However, the absolute LH ratio values for this study were higher than those reported in prior research due in part to differences in wordlikeness and frequency of the stimuli in the current study. Taken together, the findings from this study show that an NRT consisting of 3-, 4-, and 5-syllable nonwords, which varies in wordlikeness ratings, when presented in a random order accurately identifies and correctly differentiates children with DLD from TD controls the child is bilingual or monolingual.

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Section: Methodsmentioning

confidence: 99%

Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan–Spanish and European Portuguese Speaking Children

et al. 2021

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“…A longitudinal study by Arnau indicated that linguistic behavior of children in the playground was almost always Castilian. Catalan speaking children adapt when they speak to Castilian speakers (as do adults) (Arnau & Boada, 1986). Weaknesses noted by these evaluations have been addressed in the areas of curriculum materials, teacher preparation and innovative programs.…”

Section: Educational Practices: Cataloniamentioning

confidence: 99%

Language, culture, and early childhood education in Catalonia and the Basque Region of Spain

Tarrow

1990

IJEC

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Spain has within its borders indigenous minority groups with their own languages and cultures, who are a majority in their respective regions, and whose autonomy has only recently been to some degree restored. Although Catalonia and the Basque Autonomous Community (BAC) were each influenced by differing historical, geographic. political, socioeconomic. and linguistic factors -their own indigenous languages and cultures were victimized by the policies of the central government for the four decades ending with the death of Franco in 1975. Catalonia and the BAC have had to learn how to crawl (to use a child development analogy) after having been gagged and swaddled by a national policy that totally repressed their languages and cultures in an unremitting policy of assimilation. It was through the education system that the Franco government tried to stop the use of Catalan (and Euskara) so it is not surprising that schools are again viewed as a major means of language revival (McNair, 1980). The impressionable years of early childhood are viewed as critical in this effort in both regions. This paper provides an overview of current "normalization" policies and legislation guiding these recuperation efforts, and then describes current educational practices in each region, focusing on innovative early childhood programs. Attention is given to both the resistance and accomplishments of these normalization efforts.Les Basques et les Catalans constituent deux des groupes minoritaires autochtones en Espagne qui representent une rnajorite dans leurs regions respectives mais dont 49

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Bilingual Education

Tosi¹

1989

Ann Rev Appl Ling

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In the past two decades bilingual education has become an educational movement and a field of academic inquiry of remarkable growth throughout the world. At first glance this appears to be the outcome of the increasingly hegemonic role of a few languages like English in the western world and countries economically affiliated to it, Russian in the multilingual republics of the Soviet Union, and Putonghua in the People's Republic of China. But a closer look at the first of these areas—the one better known to us—shows how complex the dynamics of language spread and language change are in diverse sociopolitical contexts.

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Languages and school in Catalonia

Cited by 9 publications

References 1 publication

Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan–Spanish and European Portuguese Speaking Children

Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan–Spanish and European Portuguese Speaking Children

Language, culture, and early childhood education in Catalonia and the Basque Region of Spain

Bilingual Education

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