Identity and language policies

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dc.contributor.author Aspachs-Bracons, Oriol
dc.contributor.author Clots-Figueras, Irma
dc.contributor.author Masella, Paolo
dc.contributor.editor Universidad Carlos III de Madrid. Departamento de Economía
dc.date.accessioned 2008-04-08T08:27:57Z
dc.date.available 2008-04-08T08:27:57Z
dc.date.issued 2007-11
dc.identifier.issn 2340-5031
dc.identifier.uri http://hdl.handle.net/10016/2363
dc.description.abstract The process of individual identity formation is still an enigma, as it is the capacity of public bodies to intervene on it. In 1983 the Catalan education system became bilingual, and Catalan, together with Spanish, was taught in schools. Using survey data from Catalonia and exploiting within and between cohort variation in exposure to Catalan language at school, results show that individuals who have experienced greater exposure to teaching in Catalan are more likely to say that they feel more Catalan than Spanish. Interestingly, the effect appears to be present also among individuals whose parents do not have Catalan origins. To the best of our knowledge, this is the first paper to analyze how policies affect individual identity.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.language.iso eng
dc.relation.ispartofseries UC3M Working papers. Economics
dc.relation.ispartofseries 07-46
dc.rights Atribución-NoComercial-SinDerivadas 3.0 España
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.title Identity and language policies
dc.type workingPaper
dc.type workingPaper
dc.subject.eciencia Economía
dc.rights.accessRights openAccess
dc.identifier.repec we077746
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