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Language Caplletra : Revista Internacional de Filologia. 1996. No. 21
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- La cosificació de les normes d'ús lingüístic: aspectes sociològics d'un discurs distorsionat(1996) Calaforra i Castellano, GuillemThe subject matter of sociolinguistics are the rules or patterns of the functioning of language. But rules and transgressions are complementary facts, and sociolinguists must study both conventional and intentional language use (that is, traditional and meaningful social actions). When sociolinguistics deals exclusively with norms, but ne t with transgressions, sociolinguists reify a socially constructed reality. By applying the concept of reification, we consider that sociolinguists confuse rules, laws and regularities; therefore, more interpretation is needed to complement explanation, and it seems that sociolinguistics needs more «research programmes» studying the importance of individuals and individual meaningful action in sociolinguistic structures.
- Un nou model per a l'esudi del comportament lingüístic : la teoria de les catàstrofes(1996) Querol Puig, ErnestAfter classifying the sociology of language in three paradigms and showing the shortcomings of the terra «linguistic attitude», a comparison is made between linguistic substitution processes and butterfly catastrophes. The similarities found are useful because 1) they provide us with a global explanatory model based on a neutral terminology, 2) they show us the number of variables that intervene in the process; 3) they allow us to describe both individual and group behaviour with a higher degree of penetration, and at the same time, in a way easier to understand; 4) finally, they provide us with a model that could not be conceived of so far without resorting to catastrophe theory, which opens up more consistent prospects than those analyzed in the introduction. In short, by applying catastrophe theory to the sociology of language we would litre to come closer to being able to consider what Michel Foucault termed the scientificity borderline, that is, the moment when discourse reflection is made, not according to empirical rules, but to a basic formal system.
- Tipologia de parlants en una comunitat de parla amb interrupció de la transmissió lingüística intergeneracional(1996) Montoya Abat, BrauliThe article deals with the different kinds of speakers that emerge when language transmission failure arises between consecutive generations. The case is exemplified through the speech community of the city of Alacant, where we can distinguish four kinds of speakers, from the ones who know very well the local variety of Catalan to the ones who only understand this variety and whose first language is Spanish. In between we have the main concern of our study, the precarious speakers, distributed in two categories according to their skill in the use of Catalan, which has become their second language.
- Immersió lingüística a Catalunya, identitat i imatge(1996) Perera, Santiago; Valle Gómez, Arantza del; Monreal Bosch, Pilar; Vila Mendiburu, IgnasiThe authors analyze the question of whether there is a mimetic correlation between the conservation of Catalan and the maintenance of a cultural and national identity. They study the self-inclusion, if any, of youths between six and fifteen years of age in national groups -Catalan or Spanish- according to the language spoken at home and at school, together with the images and feelings they construe in relation to other European national groups.
- El català a l'escola de Mallorca(1996) Melià, JoanThe author presents schools as an overestimated socialization environment, which nowadays has to compete with the media. There is special emphasis on the relatively limited influence of the educational system in the linguistic area, both concerning substitution and normalization processes. After describing the process by which Catalan was introduced in schools in the Balearic Islands, the author analyzes the efects of such introduction upon linguistic competence, the usage of Catalan and the linguistic ideology of Majorcan youths, It is proved that schools has caused an improvement in the degree of linguistic competence of a portion of Majorcan youths but, on the other hand, it does not seem there has a great change in the linguistic ideology or in usage beyond the school environment.
- Una alternativa tripartida : la varietat tradicional, la varietat estàndard catalana o la varietat estàndard espanyola(1996) Ponsoda Sanmartín, Joan Josep; Segura i Llopes, CarlesThe purpose of this paper is to show how the Catalan spoken in the south Valencian region is reacting to the effects of the linguistic normalization process that was initiated more than ten years ago. Basically, this process concentrated on two areas: on the one hand, education, where Catalan is present either as a compulsory subject, or as the language in which the whole teaching takes place; on the other hand, the spreading of several mass media which more or less use the language. We shall try to describe a few linguistic phenomena, phonetic as well as morphologic and lexical, through a survey carried out among various age groups and, in the case of small children, considering their school situation concerning Catalan and their family language. In this way, we shall grasp the predictable generational differences, the origin of which we shall try to find out, especially in order to relate the fact to the new sociolinguistic situation.
- Els futurs mestres i el procés de normalització lingüística: relacions entre els factors familiars, socials i educatius en la formació de la competència i l'actitud lingüístiques(1996) Baldaquí Escandell, Josep M.; Cano, María AntoniaSchool is one of the basic pillars of the linguistic normalization process, and teachers play a fundamental role in encouraging this task. Therefore, teacher training, and more particularly its first stages, is a basic area of analysis. It is of great interest to study Teacher Training College students, the teachers of a not so distant tomorrow, regarding their knowledge and use of the language, their linguistic attitudes and rules of usage and, most specifically, their expectations concerning professional use of Catalan. This paper analyzes these issues from the point of view of the Alacant province area, by showing the surveys carried out during the academic years 1993-94, 1994-95 and 1995-96 among the students of the Escola Universitària de Formació del Professorat (Teacher Training College) at the University of Alacant. An analysis of the results, which is moderately optimistic, points out a few structural faults in the Valencian educational system and proposes a number of priority measures.
