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Is there linguistic life after high school? Longitudinal changes in the bilingual repertoire in metropolitan Barcelona

Published online by Cambridge University Press:  26 October 2011

Kathryn Woolard
Kathryn Woolard
Affiliation:
Department of Anthropology, 0532University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0532, USAkwoolard@ucsd.edu
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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)*

Type
Articles
Information
Language in Society , Volume 40 , Issue 5 , November 2011 , pp. 617 - 648
Copyright
Copyright © Cambridge University Press 2011

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