Profiling language dominance in bilinguals in Catalonia

Abstract

Aims:

This study evaluates the Bilingual Language Profile (BLP) in characterizing bilinguals in Catalonia, where Catalan and Spanish coexist across daily life, education, and other contexts.

Methodology:

A sample of 254 Catalan-Spanish bilinguals, predominantly university students, were categorized as Catalan-dominant, Spanish-dominant, or balanced bilinguals based on their BLP dominance scores. The four BLP modules—language history, use, proficiency, and attitudes—were analyzed to identify differences among the groups.

Data and Analysis:

Comparisons across groups and within modules were conducted to evaluate the BLP’s effectiveness in distinguishing bilingual profile groupings.

Findings:

The BLP effectively distinguishes Catalan- and Spanish-dominant bilinguals, reflecting clearly polarized linguistic experiences. In contrast, the balanced bilingual group is more heterogeneous and harder to define, suggesting that their language dominance is more context-dependent. The language-use module provides the clearest differentiation among groups, while language proficiency and attitudes exhibit less variation.

Originality:

This study offers a novel evaluation of the BLP in Catalonia’s complex sociolinguistic environment.

Significance:

The results underscore the BLP’s strengths and limitations in profiling bilinguals in Catalonia. Suggestions for improving the questionnaire are made to better reflect the region’s particular bilingual dynamics and emphasize the value of a tailored tool.