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<br /><b>Infoling 2.23 (2014)</b><br />ISSN: 1576-3404 </font>
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<br /><hr /><b>Tesis doctoral: </b><br />Loureiro-Rodriguez, Veronica.
2008. Language attitudes and values among Galician adolescents.
University of California at Davis (Estados Unidos), Department of
Spanish.<br /><b>Información de:</b> Infoling
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/><b>Director/a de tesis: </b>Robert J. Blake <br /><br
/><b>Descripción</b><br /><p>In Galicia the linguistic hegemony of
Spanish has historically triggered language shift from Galician to
Spanish, which has significantly impacted the region’s language
policy and planning. In the Spanish Constitution of 1978, Galician
status was elevated from that of “dialect” to “language”, and
was given co-official standing within the territorial confines of the
region of Galicia. The institutionalization of the autochthonous
language in Galicia resulted in the development of a regional language
planning, the implementation of a bilingual education
(Spanish/Galician) system, and the creation of a standardized norm.
Together, these measures should restore the prestige lost to Galician
and, most importantly, attract new speakers. However, recent research
shows that Galician is losing speakers among the younger generations
(Seminario de Sociolingüística: 1994, 1995, 1996) and, although
values towards the autochthonous language are increasingly more
positive (del Valle 2000; Monteagudo-Romero 2000; Ramallo 2000;
Beswick 2002; Bouzada-Fernández 2002; Rodríguez-Neira 2002), certain
deep-seated stigmas persist (Roseman 1995; Hermida 2001; O’Rourke
2003).<br /><br />In this dissertation, I look at Galician
adolescents’ values and attitudes towards local dialects of
Galician, standard Galician, and (Castilian) Spanish, using
quantitative data provided by a survey and a matched-guise test, and
qualitative data provided by an open-ended written questionnaire and
verbal interviews. My research subjects consist of 408 high school
students (248 females and 160 males), with ages ranging from 12 to 18
years old. I chose high schools in an urban and a rural setting to
observe whether the traditional association Galician/rural/lower class
and Spanish/urban/higher class is still operating.<br /><br />Findings
reveal that the institutionalized bilingualism and the implementation
of standard Galician have unexpected repercussions on adolescents’
language attitudes. Data analysis shows that sociolinguistic conflict
arises from the confrontation of different linguistic varieties and
the overlapping of new and traditional values, as well as old-deep
stigmas, attached to standard Galician and dialectal Galician. In this
language conflict, ‘female/male’ and ‘urban/rural’ variables
proved to be highly significant. This dissertation will help
understand the reasons behind adolescents’ language choice and will
shed some light on the current loss of Galician speakers among the
younger generations.<br /><br />About the author: <a
href="http://umanitoba.ca/faculties/arts/departments/linguistics/people/3487.html"
target="_blank">http://umanitoba.ca/faculties/arts/departments/linguistics/people/3487.html</a></p><br
/><b>Área temática:</b> Sociolingüística<br /><br
/><b>Índice</b><br /><p>List of tables <br />List of figures <br
/><br />Chapter I: Introduction. <br />1. Geographical and
Socio-Historical Contextualization <br />1.1. Introduction<br />1.2.
Spanish and Galician in contact: Origins and development of a
dichotomy <br />2.1. From Galician-Portuguese to Galician<br />2.2.
Rexurdimento (‘Renaissance’) and Language Revival<br />2.3.
Linguistic and cultural repression: Franco’s dictatorship
(1936-1975)<br />2.4. From repression to normalization<br />2.
Importance of this research <br />3. Outline of chapters <br /><br
/>Chapter II: Linguistic Normalization and Standardization: Origin,
Evolution, and Outcomes<br />1. Linguistic Normalization <br />2.
Normativization: The Creation of a Standard Norm <br />2.1. Ideologies
Behind the Standard<br />2.2. Standard Galician: Origin and Features
<br />3. Bilingual Education in Galicia <br />4. Galician Among the
Younger Generations<br /><br />Chapter III: Methodology. <br />1.
Participants <br />1.1. The high schools: Where and why <br />1.2.
Research subjects<br />2 2. Data collection <br />2.1. Procedures<br
/>2.2. Methods<br />2.2.1. Open-ended questionnaire<br />2.2.2.
Survey<br />2.2.3. Matched-guise test<br />2.2.4. Interviews<br />2 3.
Data conventions<br />4. Statistical analysis<br />4.1. Matched-guise
test<br />4.2. Survey<br />5. Summary<br /><br />Chapter IV:
Analysis/Results from the Qualitative Data<br />1. Dialectal
Galician<br />1.1. Language use in the aldeas<br />1.2. O galego de
verdade (‘The real Galician’)<br />2. Standard Galician<br />2.1.
Accent<br />2.2. Instrumental use<br />2.3. Standard as a construct<br
/>2.4. A new diglossia<br />3. Galician in high school: Language use
and teaching<br />4. Cultural identity<br />5. Future of Galician<br
/>6. Summary<br /><br />Chapter V: Analysis/Results from the
Quantitative Data<br />1. Research subjects<br />2. Matched-guise
test<br />2.1. Factor analysis of trait sets<br />2.2. Trait score
profile<br />2.3. Spanish vs. Dialectal Galician<br />2.3.1.
Capability<br />2.3.2. Personal Appeal<br />2.3.3. Progressiveness<br
/>2.3.4. Social Correctness<br />2.4. Spanish vs. Standard Galician<br
/>2.4.1. Capability<br />2.4.2. Personal Appeal<br />2.4.3.
Progressiveness<br />2.4.4. Social Correctness.<br />2.5. Standard
Galician vs. Dialectal Galician<br />2.5.1. Capability<br />2.5.2.
Personal Appeal<br />2.5.3. Progressiveness<br />2.5.4. Social
Correctness<br />3. Survey<br />3.1. Factor analysis of attitude
sets<br />3.2. Attitude score profile<br />4. Summary<br /><br
/>Chapter VI: Discussion and concluding comments<br />1. Attitudes and
values towards dialectal Galician<br />2. Attitudes and values towards
standard Galician<br />3. Attitudes and values towards Spanish<br />4.
Limitations of research<br />5. Recommendations for future research<br
/>6. Summary of research<br /><br />References</p><br /><b>Fecha de
lectura o defensa:</b> 2008<br /><br /><b>Número de págs.:</b>
148<br /><br /><b>Cómo obtener la tesis:</b> <a
href="http://search.proquest.com//docview/878895324"
target="_blank">http://search.proquest.com//docview/878895324</a><br
/><br /><b>Correo-e del autor/a:</b> <infoling@infoling.org><br
/><br /><b>Información en la web de Infoling:</b><br /> <a
href="http://www.infoling.org/informacion/T120.html" target="_blank">
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