An analysis conducted with educational experts at the request of the Govern indicates an urgent need for measures to address social inequalities in Balearic schools. The report emphasizes the challenges students face in comprehension and expression.
The most concerning conclusion of the report is that the current educational system fails to compensate for the social inequalities present outside of school. PISA reports reveal that 40% of students from low socioeconomic backgrounds perform poorly, compared to less than 20% of students from high socioeconomic status. This disparity requires immediate action. Additionally, PISA data shows persistent differences in performance between boys and girls, with girls excelling in oral comprehension and expression, while boys perform better in mathematics.
The expert involved expressed that their inclusion in the group was likely due to their linguistic expertise, particularly in teaching Catalan as an additional language. They noted that students who speak Catalan at home tend to perform significantly better in PISA assessments than those who speak other languages, highlighting the importance of initial language exposure.
Improving student reception and integration requires increased investment in teacher training, ensuring they do not switch to Spanish when addressing students. The goal is to make Catalan a language of social cohesion, which would enhance students' success and cognitive benefits associated with multilingualism.
The expert stressed that the implementation of proposals relies on the Conselleria's commitment to quality education. The report calls for substantial budgetary efforts to fulfill these proposals, including increased investment in material and human resources and reduced student-to-teacher ratios.
In a related development, a report revealed a decline in student performance in the IAQSE tests, particularly in Catalan. This decline correlates with a general decrease in the social use of Catalan, suggesting the need for greater promotion of the language in all social contexts, not just in schools.
The IAQSE report indicates a general decline in reading and expressive skills, attributed to insufficient opportunities for students to engage with longer texts. The expert noted that students often consume short content on social media, lacking the coherence and cohesion found in longer texts.
At the university level, some students struggle with coherence in their writing, often failing to use appropriate pronouns or connectors, which affects their language performance and comprehension.
Concerns were raised about the trend among some teachers to avoid long texts, with claims that students cannot concentrate. The expert emphasized the importance of engaging with longer texts, even if they are shorter articles, to combat functional illiteracy.
In the Faculty of Education, the level of Catalan among future teachers reflects broader societal trends, including language shifts. A study is underway to assess the linguistic capabilities of students and faculty in teaching in Catalan, Spanish, and English.
The argument for free language choice is challenged by the observation that immersion programs in foreign languages do not negatively impact student performance if implemented correctly. In Balearic, the presence of over 150 initial languages complicates the feasibility of teaching in all of them.
Concerns were voiced regarding initiatives that diminish the role of Catalan in schools, which could hinder its adoption by the population. Without a supportive environment for learning Catalan, students may struggle to achieve full competency.
The expert questioned the rationale behind different penalties for spelling mistakes in Catalan compared to Spanish in Selectivity exams, arguing that proficiency in both languages should be treated equally.
Regarding the demand for Catalan studies, only 28 or 29 students are currently enrolled, insufficient to meet the need for secondary school Catalan teachers. The expert noted that a degree in Catalan offers diverse career opportunities, including cultural management and research.
The expert shared their experiences promoting Catalan studies internationally, including establishing a Catalan studies program at Masaryk University in the Czech Republic.
In discussing linguistic attitudes among youth in the Balearic Islands, the expert noted emerging social identifiers, with 'indepes' referring to those who speak Catalan and 'cayetanos' to those who identify with Spanish nationalism.
Finally, the expert observed that while differences exist between Catalan spoken in urban and rural areas, the presence of Spanish in social contexts mitigates the risk of monolingual Catalan speakers among children.