Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils

• Autores: Richard Jones, Irene Reppa, Phil Reed
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 25, Nº. 10, 2022, págs. 3659-3672
• Idioma: inglés
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• Resumen

  • This thematic analytic qualitative study used participants’ oral narratives to examine primary Cymraeg, which is the Welsh language, and English-speaking adolescents’ perceptions regarding Cymraeg-speakers’ opportunities of using their primary language on social media. Twenty-three participants were interviewed (two Welsh/Bilingual-medium schools: males = 5, females = 6; two English-medium schools: males = 6, females = 6). All of the Welsh/Bilingual-medium participants were primary Cymraeg-speakers. Operating at the broad thematic level, both groups provided similar responses. However, inter-group variance might be inferred at the sub-thematic level where, for instance, Cymraeg-speakers identified a greater array of technical limitations preventing Cymraeg-speakers using Cymraeg within the social media domain. The potential consequences of an actual or perceptual linguistic imbalance on social media are discussed.