165.2 Linguistic integration of the descendants of migrants in Catalonia

Wednesday, August 1, 2012: 2:48 PM
Faculty of Economics, TBA
Oral Presentation
Amado ALARCON , Rovira & Virgili University, Spain
SÚnia PARELLA , Autonomous University of Barcelona, Spain
This paper presents the results of a quantitative research which analyzes the linguistic integration of the descendants of migrants in Catalonia (a bilingual society) departing from the segmented assimilation theory. The main objectives are: 1) identify factors associated with the acquisition of written skills in both official languages ​​of the host society (Catalan and Spanish languages) and, 2) Know what factors affect language preferences towards Catalan, Castilian or another languages of origin, when it is other than Castilian. The main hypothesis relates socioeconomic status to preferences and language skills. The data used in the analysis were from the first stage of a longitudinal study in Barcelona  of a statistically representative sample of second-generation students in public schools located in the metropolitan area of ​​Barcelona. The study replicates the CILS project methodological design. The survey was conducted during the fall of 2008 and allows a sample of 3578 cases, which are statistically representative of the universe of young second generation of the Metropolitan Area of Barcelona. We analyze data through bivariate analysis and multivariate logistic regression analysis The results show significant differences among the factors that influence the skills and language preferences determine. Language skills are mainly determined by variables related to the time of entry into the educational system, observable by age and year of arrival in Spain. The Spanish-speaking origin is shown as a negative factor that operates in the subjective assessment of competition in Catalan. In contrast, the Castilian language preferences to their main determinants family composition and family socioeconomic status. National origin shows significant effects on preference for Castilian. This leads us to conclude that although the education system operates in the equation equal language skills, the formation of preferences is more linked to family structure and position in the host society.