DISCURSIVE ANALYSIS OF THE ATTITUDES TOWARDS THE MINORITIZED LANGUAGE OF PRE-PRIMARY AND PRIMARY EDUCATION IN HUESCA PROVINCE

The commencement of the 2017/2018 Academic year marked the 20th anniversary of the introduction of the Aragonese language in some schools in the province of Huesca (Aragon, Spain). Nevertheless, there is still little scientific data regarding the situation and prospects of this language in the educational area. With the aim of providing evidence about this issue, we developed a multi-case research using qualitative methodology, and focusing on the linguistic attitudes of educational community in the 26 schools where Aragonese language was taught between 2013 and 2015. In relation to the teachers, the data show the majority having a positive attitude towards Aragonese, but with the expression of some degree of reluctance to its promotion in the Pre-Primary and Primary Education (what we call as conditioned interest). This rejection is due to the identification as a minor language in schools and which carries a potential threat in terms of job opportunities among the majoritarian group of contract teachers. Furthermore, there is a prevailing instrumental ideology of language learning, which in addition to the above, explains the little development of the Aragonese language in Pre-Primary and Primary Education.