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Minority language education in unbalanced bilingual situations: a case for the linguistic interdependence hypothesis.

Authors
  • Huguet, A
  • Vila, I
  • Llurda, E
Type
Published Article
Journal
Journal of psycholinguistic research
Publication Date
May 01, 2000
Volume
29
Issue
3
Pages
313–333
Identifiers
PMID: 10937367
Source
Medline
License
Unknown

Abstract

This paper is placed in the linguistic and sociocultural context of Eastern Aragon, a region of Spain where two contact languages (Spanish and Catalan) coexist in an unbalanced situation favoring Spanish. The research was prompted by the regulation for the teaching of Catalan in that area, by means of the Cooperation Agreement signed by the Spanish Educational Ministry (MEC) and the local autonomous Cultural and Educational Department of the Diputación General de Aragon in November 1986. A comparative analysis is made between Eastern Aragon students' linguistic competence in Catalan and Spanish; a further comparison is established between these students and others living in bilingual Catalonia and in monolingual Aragon. We conclude by pointing out that the Linguistic Interdependence Hypothesis accounts for the results obtained in the study.

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