Bilingual Education and Identity

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Date

1 avril 2024

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Périmètre
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  • 10261/352334
  • EEA-ESEM (2023)
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Digital.CSIC (SHS)

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Consejo Superior de Investigaciones Científicas

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Consejo Superior de Investigaciones Científicas

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We examine the impact of a language-in education reform that introduced bilingualism in the Spanish region of Catalonia on identity formation and political preferences. We use repeated cross-section data for several waves. Multiple waves allow us to better separate the age and cohort effects. We consider different aspects of individual identity: linguistic identity (the language that individuals consider their own) as well as national (feeling more or less Spanish than Catalan), and alternative measures of political preferences. The preliminary results indicate that the exposure to the reform might have contributed to increase the probability of adopting Catalan as the language of self-identification, especially among native Spanish speakers. However, the effect on Catalan national identity is generally negative. If anything, the reform has moderated extreme feelings and promoted the dual identity (as Spanish as Catalan). Indeed, the two dimensions of identity (linguistic and national) are only moderately correlated. Hence, the language is no longer the distinct marker of ethnic or national identity. The effect of the reform on political preferences is more ambiguous, as the sign of the coefficient varies by indicator. Surprisingly, the strongest negative effect of exposure on their support for independence is among native Catalan speakers.

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Antonio Di Paolo et al., « Bilingual Education and Identity », Digital.CSIC (SHS)

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Trabajo presentado en el 38th meeting of the European Economic Association and the 75th European meeting of the Econometric Society (EEA-ESEM 2023), celebrado en Barcelona (España), del 28 de agosto al 1 de septiembre de 2023

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