Linguistic uses and formation in language and culture of origin. A tool for socio-educational integration?

Abstract

A balance in linguistic uses by descendants of migrants is a key element for their current and future integration. In this sense, an existing theoretical framework postulates that, for these young people, a higher degree in integration reverts to a higher knowledge of these languages, more favourable attitudes, and more balanced uses. It is easier to attain this higher degree of integration when languages and cultures of origin are capitalised, and the possibility of receiving formation in them is one of the most effective ways to achieve it. In the context of Catalonia, compulsory secondary education and the Romanian community, this article analyses the uses of Catalan and Spanish in the fields of education and community, depending on whether they receive formation in language and culture of origin. A sociolinguistic survey is conducted to a total of 131 young participants, constituted by the whole group attending the program "Romanian Language, Culture and Civilisation" (20) and a control group who is not attending the program (111). The main results show the influence of receiving formation in language and culture of origin. In the case of participants who receive it, linguistic uses are more balanced, and using one language does not undermine the other. The opposite results appear in the group who does not attend the program. The main conclusions suggest that this kind of measures should be encouraged, although complementary measures should not be disregarded.