Huguet A, Vila I, Llurda E
Universitat de Lleida, dep. de Pedagogia i Psicologia, Spain.
J Psycholinguist Res. 2000 May;29(3):313-33. doi: 10.1023/a:1005152305793.
This paper is placed in the linguistic and sociocultural context of Eastern Aragon, a region of Spain where two contact languages (Spanish and Catalan) coexist in an unbalanced situation favoring Spanish. The research was prompted by the regulation for the teaching of Catalan in that area, by means of the Cooperation Agreement signed by the Spanish Educational Ministry (MEC) and the local autonomous Cultural and Educational Department of the Diputación General de Aragon in November 1986. A comparative analysis is made between Eastern Aragon students' linguistic competence in Catalan and Spanish; a further comparison is established between these students and others living in bilingual Catalonia and in monolingual Aragon. We conclude by pointing out that the Linguistic Interdependence Hypothesis accounts for the results obtained in the study.
本文置于西班牙阿拉贡东部地区的语言及社会文化背景下进行探讨，该地区两种接触语言（西班牙语和加泰罗尼亚语）在一种有利于西班牙语的不平衡状态下共存。这项研究是由该地区加泰罗尼亚语教学规定引发的，该规定通过西班牙教育部（MEC）与阿拉贡省总代表团当地自治文化与教育部于1986年11月签署的合作协议得以实施。文中对阿拉贡东部地区学生在加泰罗尼亚语和西班牙语方面的语言能力进行了比较分析；并将这些学生与生活在双语的加泰罗尼亚地区和单语的阿拉贡地区的其他学生作了进一步比较。我们通过指出语言相互依存假说能够解释该研究中所获得的结果来得出结论。
