Language in Society
- Language in Society / Volume 40 / Issue 05 / November 2011, pp 617-648
- Copyright © Cambridge University Press 2011
- DOI: http://dx.doi.org/10.1017/S0047404511000704 (About DOI), Published online: 26 October 2011
Articles
Is there linguistic life after high school? Longitudinal changes in the bilingual repertoire in metropolitan Barcelona
Kathryn Woolarda1
a1 Department of Anthropology, 0532 University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0532, USA kwoolard@ucsd.edu
Abstract
Do linguistic identities formed in high school endure after adolescence? Do age-related linguistic differences represent community trends over historical time, or are they age-graded practices that change over biographical time? Catalan advocates worry that perceived Castilian dominance in adolescents' peer relations and media consumption forecasts the community's sociolinguistic future. To investigate the possibility of change in bilingual repertoires after adolescence, participants in a 1987 ethnographic study of high school students in metropolitan Barcelona were reinterviewed after twenty years. The reinterviews of L1 Castilian-speakers showed increased mastery and use of Catalan even among those who had been functionally monolingual and most resistant to Catalan in high school. Higher education, the workplace, romance, cosmopolitan travel, and parenthood were triggers of such postadolescent change in the linguistic repertoire. Informants produce a common narrative attributing linguistic transformations to maturational processes that reduce the shame and intolerance of difference that inhibit adolescent second language use. (Bilingualism, second language acquisition, longitudinal research, language and identity, adolescence, Catalan, Catalonia)
(Received August 04 2010)
(Revised October 27 2010)
(Accepted November 08 2010)
(Reviewed May 09 2011)
