The language: Catalan in the Educational Sphere

After being excluded from education between the 17th and 20th centuries, the political advancement of Catalanism, particularly in Catalonia, initiated a recovery of the language in education. With the establishment of democracy, a linguistic model was introduced in Catalonia and the Balearic Islands, where Catalan became the primary vehicular language. In contrast, the Valencian Country adopted a different model allowing parents to choose the language of instruction for their children.

However, the situation is highly unequal, and the territorial and administrative fragmentation causes the position of Catalan in education to vary across regions. In Catalonia, a "model of conjunction" was established to prevent linguistic segregation, emphasizing the normal use of Catalan as the vehicular language. The Balearic Islands follow a similar model, while the Valencian Country allows parents to choose the language of instruction, though the practice may differ from theory.

The implementation of autonomy statutes and linguistic laws during the democratic transition facilitated the introduction of Catalan as a subject in education. Universities generally follow the linguistic model of their region, with a tendency to use Catalan or Spanish based on the preference of the teaching staff. Massive immigration during the 1990s and 2000s has impacted linguistic school models, leading to initiatives such as "reception classrooms" for new immigrant students.

To promote the use of the Catalan language in universities, the Vives Network was established in 1994, bringing together Catalan-speaking universities with the goal of enhancing cultural and linguistic relations. The network provides services such as mobility grants and linguistic resources.

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