Redefining cultural identity through language in young Romanian migrants in Spain

Abstract

This article presents an analysis based on the theories of interactionism of the Self on how young Romanian immigrants in Catalonia (Spain) redefine their cultural identity in the host country. The article also discusses how the interactions with their significant others and the access to different symbolic worlds through the different languages condition this redefinition. The results have been obtained through the completion and analysis of 22 in-depth semi-structured interviews. The main results show there is a tendency to construct a fluctuating identity regulated by the interactions that the youngsters maintain with their significant others. In their selfidentification, the valuation appears about what it means to be included in or form a part of the host society, which can in time make their cultural identity of origin invisible. It is observed how the length of stay factor leads to a progressive loss of their culture of origin, made evident when they begin to stop making use of Romanian in a family context. Finally, the role played by the progressive access to diverse symbolic worlds in a plurilingual context in said redefinition is explored. Redefining Cultural Identity through language in Young Romanian Migrants in Spain This article presents an analysis based on the theories of interactionism of the Self on how young Romanian immigrants in Catalonia (Spain) redefine their cultural identity in the host country. The article also discusses how the interactions with their significant others and the access to different symbolic worlds through the different languages condition this redefinition. The results have been obtained through the completion and analysis of 22 in-depth semi-structured interviews. The main results show there is a tendency to construct a fluctuating identity regulated by the interactions that the youngsters maintain with their significant others. In their self-identification, the valuation appears about what it means to be included in or form a part of the host society, which can in time make their cultural identity of origin invisible. It is observed how the length of stay factor leads to a progressive loss of their culture of origin, made evident when they begin to stop making use of Romanian in a family context. Finally, the role played by the progressive access to diverse symbolic worlds in a plurilingual context in said redefinition is explored.

The inclusion process of young Romanians in Catalonia (Spain): the relationship between participating in classes of L1, self-identification, and life-satisfaction

“…They all define themselves as Romanian, having been born in that country, but their self-identification becomes hybrid the longer they stay in the host society, in line with the research showing this key factor in the process described (Geerlings, Verkuyten and Thijs 2015). The mixture of multiple identifications they feel is an individual construction, yet also a collective construction, inserted within a definite context and dependant on interactions and who the others are (Petreñas, Lapresta and Huguet 2018). It is however important to highlight that, quantitatively, those attending the RLCC course identify more with Romania and not so much with Spain, but in general, if we compare identification with Catalonia versus with Spain, the latter is stronger.…”

Language attitudes of young Romanians in Catalonia (Spain): The role of heritage language maintenance programs

“…The disheartening conclusion to which this data points seems to be that young Romanians' language attitudes are guided by the host society's message of assimilation. Additionally, assimilationist patterns were identified in the identity construction of young Romanians (Petreñas, Lapresta & Huguet 2016;Petreñas, Lapresta & Huguet 2018). Similar observations were also made with respect to immigrants of Moroccan origin (Alarcón & Garzón 2013).…”

“…This was possible due to the participation of Romanian researchers during all the stages of the study, from its design to its implementation and analysis. This collaboration with members of the studied group is in line with participative qualitative studies (Petreñas, Lapresta & Huguet 2018) and aims to enrich our understanding of the data.…”

“…Furthermore, one of the cardinal ideas of these policies is the premise that "knowledge and awareness of one's own cultural identity are indispensable keys to opening up to other cultures and recognizing what makes them unique" (Llei d'educació 12/2009, p. 6). Hence, the maintenance of the language and culture of origin is promoted by the Spanish and Catalan educational authorities (Generalitat de Catalunya 2009; Generalitat de Catalunya 2017), as they acknowledge the importance of the L1 in language learning processes (Cummins 2000), as well as for psychological adjustment and social integration in the new culture (Lapresta et al 2009, Petreñas, Lapresta & Huguet 2018.…”

Acculturation preferences, conflict and cultural enrichment on secondary education in Western Catalonia

“…To understand this result, it is worth noting that different works carried out in the context of this study show how, in the educational domain, Romanians are considered to be mostly non-confrontational and non-threatening. This seems to be a result of Romanians feeling that they have satisfactorily integrated (although in reality, they tend to understand assimilation as integration) (Petreñas et al , 2018; Lapresta-Rey et al , 2019; Sáenz-Hernández et al , 2020, 2021; Petreñas et al , 2021). From this, it can be inferred that a preference for segregation from the majority group may be interpreted as a form of valuation of Romanian culture and their customs in educational settings.…”