When immigrant and regional minority languages coexist: linguistic authority and integration in multilingual linguistic acculturation

Abstract

This study explores integration and linguistic acculturation in Catalonia (Spain), a multilingual setting where a state and a regional language coexist with those of immigration. Using qualitative content analysis, we examined the linguistic acculturation profiles of 13 high-school students of immigrant background and the linguistic acculturation expectations of 15 autochthonous students, considering Spanish, Catalan and heritage languages. Then, we explored their understanding of what integration means and its relation to language. Public use of heritage languages was the main source of friction. Participants of immigrant origin with assimilation profiles only used heritage languages with family, while those in multilingual profiles also used them in the public domain. Autochthonous students condemned their use in public, although they supported their use at home. Students from immigrant backgrounds advocated for a more inclusive understanding of integration, particularly those in multilingual profiles, but autochthonous students equated integration to assimilation. Educational implications are discussed.

This work is part of two larger research projects and grants funded by the Spanish Ministry of Economy and Competitiveness (MINECO) (reference number: EDU2017-82479-R & IJCI-2016-28250), the Ministry of Science, Innovation and Universities (reference number: BEAGAL18/00234) and the Agency for Management of University and Research Grants - AGAUR of the Government of Catalonia (Agència de Gestió d'Ajuts Universitaris i de Recerca) (reference number: 2017 SGR 322 & 2019FI_B1_00137). This research article has received a grant for its linguistic revision from the Language Institute of the University of Lleida (2020 call).