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.

摘要

本研究探讨了加泰罗尼亚（西班牙）的融合和语言文化适应，这是一个多语言环境，国家和地区语言与移民语言共存。通过定性内容分析，我们考察了 13 名具有移民背景的高中生的语言文化适应概况和 15 名本土学生的语言文化适应期望，其中考虑了西班牙语、加泰罗尼亚语和传统语言。然后，我们探讨了他们对整合意味着什么以及它与语言的关系的理解。公开使用传统语言是摩擦的主要来源。具有同化特征的移民来源的参与者仅在家庭中使用传统语言，而具有多语言特征的参与者也在公共领域使用它们。本土学生谴责他们在公共场合的使用，尽管他们支持在家中使用。来自移民背景的学生主张对融合进行更具包容性的理解，尤其是多语言背景的学生，但本土学生将融合等同于同化。教育意义进行了讨论。