Analysis of the correlation between self-perceived linguistic competence and language attitudes in the Valencian multilingual context

Abstract

Language learning, language use and language attitudes are narrowly interrelated concepts, whose significance becomes even more relevant in diglossic settings involving a majority, a minority and a foreign language. This is precisely the fractured linguistic context of the Valencian Community, where the burgeoning role of English in the educational system adds to the asymmetrical bilingual setting in which the autochthonous language is minoritized in its own territory. Therefore, drawing on multilingualism and language attitudes as the theoretical framework, this study provides an interface between both concepts by focusing on the correlation between self-perceived competence and language attitudes in the Valencian multilingual setting by secondary education students. As part of more extensive research examining the correlation between several variables and language attitudes, this paper builds on the previous findings on language attitudes in Catalan-speaking areas. It analyses the impact of self-assessed competence in both the majority and minority languages (Catalan and Spanish) on language attitudes towards the three languages amongst a sample of 62 4thyear ESO students from the Catalan-speaking area of the Valencian Community. From a quantitative approach, this cross-sectional study presents a statistical analysis of the gathered data, searching bivariate correlations to determine the correlation between both variables. The analysis of the results and the following conclusions highlight the correlation between language proficiency and language attitudes as well as the determinant role of linguistic command to promote balanced language attitudes and to achieve effective bilingualism.