The “English Only” movement is a political movement that advocates for English to be the official language for the United States of America.  If this movement were to be official, English would then have to be used for all United States government affairs, interpreter services would be limited and/or banned, and multilingual education would be scarce. Supporters of this movement claim that this will unite citizens of the nation and give immigrants the tools to succeed. With English as the primary language, support will go towards similarity rather than institutionalize differences. However, critics say that it is a misconception that language is the only unifying cultural aspect. Also, this movement can be seen as a violation of the 1^st amendment of the United States Constitution which advocates for freedom of speech and petition etc which, for some foreign citizens, can only be done in their native tongue. In a way, supporters of this movement can almost be seen as members of a hate group. Currently, there are approximately 25 states that have proclaimed themselves to be official “English Only” states.

In regards to my opinion, I can’t say that I support this movement in any way. The United States is built entirely on diversity of culture and heritage and it should remain this way. Our differences should be celebrated, not discouraged. Forcing citizens to change to a language that is not their own in order to be successful here makes us look very ignorant as a nation. Foreigners should not be pushed to lose a part of their heritage in order to live here. It should be us that learn from them. It would also be a shame if multilingual education were to be removed from school curriculum. I believe that learning cultures of other countries makes students very educated and well-rounded individuals. In fact, learning other languages at a young age supports cognitive development and communication skills among children. In this day and age, we are outmatched by European citizens who can typically fluently speak at least two languages while American citizens remain too stubborn to part with the English language. We should be the ones following their example instead of forcing foreign immigrants to bend to our will. A movement like this sends the wrong message about Americans to other countries. It makes us appear to be a discriminatory society that is unwilling to accept other cultures into its borders.

While talking with a friend one evening I came upon the realization that generations of Spaniards have been robbed of an incredibly important part of their education; the exploration and history of religion. Many Spaniards still attend catholic services and functions at least a few times in their lives, yet past these basic traditions –for that is what they have come to be- most Spaniards know nearly nothing of religion. I do not approach this aspect of education from a religious standpoint but rather from a cultural one. The history of Spain is so rich with culture and diverse in the practice of these cultures that is a shame and a detriment to the inhabitants of this country to have an education so lacking. I recognize and understand that their aversion of religious education stems from a rationalized repulsion of Fraquist values and a desire not to repeat their mistakes of the past; however, in their efforts to overhaul this mentality where religion (specifically Catholicism) defines patriotism, they have managed –in a span of thirty years- to swing completely from one end of the religious spectrum to the other. Religion –all religions- are hardly practiced in Spain today let alone discussed. And this growing ignorance and apathy towards religious education threatens not only the existence of the various cultures within Spain, but also the relations between the citizens and government of Spain and those of neighboring and foreign countries. For it is through failures of comprehension and apathy towards customs that most disputes are created.  It is for this reason that I believe a general education of all religions should be required to be taught in Spanish public schools.

Spain as a country has been built on a history of religion; incorporating Islam, Judaism, Protestantism, Roman Cults, Germanic tribes, Visigoths, Christianity, Catholicism, and many less prominent religions as well. It is the history of the multitudes of religions which has shaped Spain into the country that it is today.  Its evidence can be seen not only in the architecture of its plazas and barrios but also in within its languages and arts. This is why I find it so sad that generations are forgetting their past. In losing their past they lose the depth of the present. What would Spain be without Flamenco, Toreros, Roman ruins, the Alhambra, Sagunto, Peñiscola, and many other such sites and traditions? Each aspect of Spanish culture comes with a background infused with religion. For it is religion -or the lack thereof- that determines the spirit of a people and the beliefs and actions of  a nation. This is why I was concerned to discover the apathy towards religion which several of my friends exhibited. She explained to me that though she had grown up in the Catholic religion she did not practice Catholicism itself and that her sole incentive for participating in first Communion and Confirmation –two very spiritual Catholic practices- was for the ceremony and not due to any religious inclination. When I asked her if there were any other religions in which she was interested she simply shrugged and said no. Her response was the same when I asked her if she was interested in Catholicism. Her lack of interest in participating in religion is not what concerns me but rather the general lack of a desire to learn about religion. This lead me to the question of education and what emphasis the public schools of Spain put on their students understanding and exposure to different religions and their histories. I posed these questions to three friends of mine and one university student whom I had met while waiting for the metro. Of all four students only one showed interest in religious education and all four responded that they learned nothing of religion in school. This lead me to question the cultural and historical awareness of the youth of Spain. It seems everywhere you turn there is evidence history of religion but if the people who live here do not understand the religion and its historical significance how are they to understand the country within which they live? When a people ceases to understand and value its history a part of the culture dies with that knowledge. And I am afraid that this may be happening within Spain. How is it that in a country where the word “culture” has become synonymous with educated (Hooper 309) its citizens are so clearly lacking in religious and by extent cultural education? The current system in Spanish public schools provides little to no religious education, and the classes that it does provide are domineered by the Catholic Church.

Even though it has been thirty years since Spanish citizens were granted “libertad ideological, religiosa y de culto […] sin más limitación” and Spain declared that “ninguna confesión tundra character estatal” (Constitution of Spain Article 16) how is it that it is the Catholic Church that “oversees religious education in all of Spain´s schools, including even those it does not own” (Hooper 95)? In regards to this issue several “non-religio-centri proposals” have been made. These consist of No-RE (Religious Education), Confessional Religion, and Non-Confessional Religion. No-RE proposes to “put religion of the school” leaving the students with no awareness of religion or religious education whatsoever. Confessional Religion encompasses four possibilities, RMC/ERC, ERJ, ERE, and ERI. RMC is the teaching of the morals and religion specifically Catholic, while ERC only teaches Catholic religion and does not stress Catholic morals. These classes would be “derived from the National-Catholic Franquist Religious Education [and taught by] Teachers paid by the State but appointed and dismissed by the bishops”. EJR is the proposal that Jewish religion should be taught in Spanish schools but only in those that show a “Jewish population with interest”. Those who are for EJR declare that “La educación religiosa desde el punto de cista de la comunidades” (Bordón 58, 2006) and that it would be the people and not the State that funded the teachers.  ERE is for Evengelical Christian education where the “State pays the teachers but not in all de Autonomies”. ERI like wise is in favor of the State paying for some of this education but in regards only to Islamic religious education. And lastly the possibility of  Non-Confessional HCR “Historia y Cultura de las Religiones” which was “proposed only in Secundaria (four years: students from 12 to 16). [Which would teach] the History and particularly the presence of religions in the World and in Spain”. (Velasco) It is from this final proposal of which I begin my own.

I believe that the country of Spain should remain aconfessional (favoring no specific religion) in its approach to religion in public schools. HCR not only upholds the Spanish constitution but also would help to preserve the culture and history of Spain which is so imbedded with religion. Were public schools to dedicate one hour a day to educating student as to the differences, similarities and histories of various religions in an aconfessional manner I believe that both the students and the State would benefit greatly. I believe that religious education should begin at age six (the beginning of mandatory school attendance as well as the largest learning period in children lives) and continuing until age fourteen (when school ceases to mandatory and government funded). This would not only improve the political, cultural, and historic awareness of Spain’s citizens, but also help to preserve much of their own culture.

Work Cited

De Velasco, Francisco Diez. “Teaching Religious Education in the Spanish Schools.” Some Non Religio-Centric Proposals. (2007): n. page. Print

Hooper, John. “The New Spaniards”. Second ed.

Spanish Constitution. Article 16. Section 1-3.

Personal Interview:

Maria Martinez Anton, Jema, Filepe, and Valentina

Bethany Drury

English 400

English Only

The English only movement is the idea that English should be made the official language of the United States.  As of now, the movement is only a theory, and there is both support and opposition for the movement.  Not only is there disagreement between those who are pro-English Only and those who are anti-English Only, but there is also controversy between the supporters of the movement.  Some people who support English Only are very radical while others are fairly moderate.  I personally support the English Only movement, but only moderately.

The radical supporters of the English Only movement argue that English should be the only official and written language in America.  They believe that all signs and official documents should be in English.  Also they advocate for the teaching of classes in only English in public schools, except for the specific foreign language classes.  The idea is that if people want to come into the United States they need to learn English and that the government is not obligated to translate the language for them.  So they also argue that hospitals should not be legally obligated to get a translator for non English speakers.  English Only supporters would also argue that business owners would need to know English and hire only English speaking employees.

The opposition to the English only movement argues that some minority children will not get a quality education if their classes are taught in a language they do not fully understand or do not understand at all. “These essential resources are made unavailable, however, when children are thrown into an English-Only situation where they are expected to learn unfamiliar content in an unfamiliar language “(Mei-Yu). Also they believe that children may lose their first language before they even master their second, and that would mean a loss of heritage and cultures.  “Researchers have maintained that the consequences of losing a mother tongue for language minority children are often extensive and severe” (Mei-Yu). According to opponents of the English only movement argue not only that education will be effected, but so will healthcare and survivability for non English speakers in America.  This is because doctors will not be able to communicate efficiently with non English speaking patients and only people who can speak English will be able to support themselves in America because they will not be able to get jobs.

Both sides of the English Only issue have valid concerns and arguments; however I am pro-English Only, but only moderately.  Since so much of the country already speaks English, I consider it the unspoken official language.  Actually making it official would not change much.  One of the main reasons I agree with the English Only movement is because since we do not have an official language, any public school could change the language taught in classes whenever they wanted, since there is no law against it.  I also do not believe that hospitals should be obligated to provide a translator for a non English speaker.  I believe that if someone goes to live America then they should learn enough to be able to survive and talk to doctors.  Though I do support those aspects of the English Only movement, I disagree with some too.  I think it is a violation of the constitution to force anyone to speak a certain language in public and not allow them to speak in whatever tongue they please.  I also think it would be unconstitutional for the government to force business owners to write their signs in English and Speak English.  The argument that people should not be able to get jobs is also unconstitutional because the government is telling business owners who they cannot hire.

Work Cited

Mei-Yu, Lu.”‘English Only Movement: Its Consequences on the education of Language Minority Children”. ERIC Digest. Web. 12 June 2012.

At the beginning of the 1990s the population was made up almost entirely of Spaniards, with immigrants accounting for less than 1% of residents. But the past decade has seen an influx from around the globe, mostly from other European countries, South America and North Africa (The Guardian).  These may be statistical facts, but in Spain, there are varying opinions regarding whether immigrants have positive or negative effects on the welfare of the country.  Citizensof the autonomous community of Valencia have cited that immigrants “do not work”, “may be thieves”, “have money troubles”, but there are other citizens of this fine locality who cite immigrants are “adding employees to the workforce”.  This report shall present both perspectives regarding the discussion of immigration in Spain, with a primary focus on immigrants living in Valencia, and will endeavor toexplain some of the problems that immigrants encounter when settling in this community.

The autonomous community of Valencia has its own Immigrant Welcome Page of Valencia, www.portaldelinmigrante.es, which is useful for offering immigrants a method of accessing education, employment, sanitation needs, social, court and other services (Immigrant). This portal is also useful for official estimations of immigrant statistics, and tends to be more than usually reliable (Hooper, 285).  In the last ten years, Latin American immigrants have preferred Spain over other European countries and the United States for seeking better opportunities in life.  Latin Americans are the largest proportion of immigrants estimated to enter into this country. At the beginning of 2009, a total of 2,365,364 people of Latin American origin lived in Spain, showing the same clear rising trend as for the foreign population in the country as a whole. Throughout the last decade, the foreign-born population has had a sevenfold increase, from 303,518 to 2,365,364 persons (Latin). A few residents of Valencia voiced their opinions on immigration in this locality, and their responses yielded different ideologies.  Each person was asked their opinions of immigrants in Valencia; their beliefs varied from opposition to acknowledgement and in some instances, positivity.

In 1499, Fernando and Isabel decreed the expulsion of the Egyptians who wander about our realms (referring to Gypsies who had recently arrived in Spain); any found without a job or a trade after sixty days would be liable to 100 lashes (Hooper, 287).  This reference is akin to native Valencian citizens stating an immigrant must leave the locality within an expedient time period.  In the reference, Fernando and Isabel gave the Egyptians sixty days to find employment, but in Valencia, it seems that time-frame is briefer.  Of the interviews I conducted with Valencian citizens, three people resoundingly stated that immigrants were bad for the economy of Valencia.I spoke with a 70-year old woman and she said that many immigrants do not work, but need to work.  They come from Latin America, Europe, Africa and China.  She said these people come from Uruguay and Nicaragua, and many people from China have their own shops.  Finding work and speaking the language of the locality were the largest problems that Señora noted.  She said Valenicano is very difficult to learn, and many people do not attempt to learn it.The 35-year old proprietor of a café offered her thoughts regarding immigrants in Valencia: as long as they are working, they are fine, but if they are stealing from people, then they are bad.  Overall, she said that immigrants are bad for the economy.  She has noticed that many immigrants come from Latin America and Africa, and speak Spanish and English.  In this same café, a 40-year old man said that immigrants come to Valencia from places such as Argentina, Rumania, China, and Morocco.  He cited that immigrants are bad for the economy because they neither worked nor introduced new funds into the economy.  He noted that some of the problems that immigrants face are lack of money, difficulty with finding work, an inability to speak the languages of the locality, and a lack of education.  These reasons may indicate why immigration has become a topic of political debate in recent weeks as Spain’s economic crisis has deepened (The Guardian).

During my interviews, I met people who held neutral views on immigration.  A 40-year old real estate agent said her company helps immigrants find housing, both rental and permanent properties.  She stated most immigrants come from Latin America, speakSpanish, and face issues with money when searching for housing.  Regarding issues with money, she said, “It’s really difficult”.  She stated that one of her coworkers speaks Spanish, English, and Valenciano to assist the many people who come into the office looking for residences because most of the immigrants speak either Spanish or English.  I also spoke with a group of40-year old medical workers at the Medical Clinic of the University of Valenciaand they informed me that most immigrants in Valencia are of Latin American descent, whilesome are of German and Italian descent.  The majority of languages spoken by these immigrants are Spanish, English, Italian, German and Arabic.  These workers noted that immigrants have neither a positive nor negative effect on the economy, but do face some problems.  Although these two sets of people did not mention any problems that immigrants face, they assist the people in times of need.

The most insightful information that I gained on this subject matter came from a 25-year old waitress in a café regardingher opinions of immigrants in Valencia.  She immigrated to Spain from Columbia because she felt there was “too much crisis” occurring in her home country.  In Columbia, the people make “pesos” but here in Valencia; she is working and making much more money.  She sends money to her parents back in Columbia, but her son lives here with her.I asked why she decided to live in Spain and not, for example, the United States (a closer option for residency).  She said that her sister works here in Spain, and that it is very difficult to obtain a visa in the United States.  In Spain, she has obtained a better quality of life than she was experiencing in Columbia,and she is now “living the good life”.  There are many great facilities for networking and Valencia is a great community.  Of her transition to Valencia and using a different language than Spanish, she said in Columbia she spoke Spanish but in Valencia she now speaks Castellano.  She says that Valenciano and Castellano are two very different languages and cultures.  The predominant language of this area is Castellano.  When immigrants come from Latin America, they choose to speak either one of the languages.Regarding immigrants in Valencia, she too has noticed people from the continents of Latin America and countries of Germany, France, Italy and many from Romania.  She says that immigrants in Valencia are positive for the economy because they bring more money into the economy.  She could not think of any problems that immigrants face in Valencia.

I believe that immigrants are a positive addition to the total aesthetics that make Valencia a beautiful city.  Immigrants may bring revitalization in new ideas and concepts to be introduced into the area but an opportunity to vocalize their thoughts.  There are also statistics that show immigrants improved the birth rate of a diminishing native-Spain.  Spain’s birth rate rose for the first time in many years in 2001 entirely because of its immigrant population (Hooper, 293).  When the children of immigrants become of legal working age, they will be native-born Spaniards and find employment that produces funds for the economy.  Times might be tough in Spain right now, but all of its residents have got to pull together.

Works Cited:

The Guardian:  Spain sees sixfold increase in immigrans over decade

Hooper, John:  The New Spaniards (2^nd edition)

Immigrant Welcome Page of Valencia    www.portaldelinmigrante.es

Latin American Immigration to  Spain   www.migrationeducation.org

The Iberian Peninsula has always been a land of contention and differences.  It is not hard to see why given its history. It has been inhabited by the Greeks, Celts, Romans, Visigoths and Carthaginians.  These groups of people have also settled in the Iberian Peninsula at one time or another.  Each of these people had their own culture, agendas, language and interests and it was these differences that led to the different conflicts between many of them.  It is my own personal opinion that differences can help enrich a culture.  Spain’s own history has periods of such cooperation that led to relative peace and prosperity.

Today, Spain is no longer a land of war, though it continues to be settled by different peoples, such as the Catalan and Basque.  While many put them in the same category as the rest of the espanolas, they themselves do view themselves as espanola’s.  They view themselves as their own separate and different group of people.  While this is somewhat understandable for the Catalan people, as their language is also a Romantic one, this is not the case for the Basque, whose language comes from a completely different language family. While these peoples are a far cry from the diversity of those who cultivated and colonized the land centuries ago, they are still different enough to cause contention. The most modern and long standing difference and conflict within Europe has been centered the ETA (Euskadi Ta Askatasuna) a Basque political party to Basque peoples and a part time terrorist organization to others. This party was born out the differences between the Basque and Spaniards as well as the intolerance of different culture and language.

The ETA had two main ideologies or sub-groups.  One is willing to work with the Spanish government as long as some of its demands are met while the other is not willing to cooperate at all. The few radicals that make up that uncooperative part of ETA wants to completely succeed from Spain and have complete independent control over its own boundaries and territory but are willing to participate in terrorist activities to get what they want. It is this minority that gives the ETA a bad reputation.  The conflict has most certainly died down since its creation over a hundred years ago but there is still some remnants of the conflict today.  In fact, ETA is widely considered dead as a terrorist organization as its leaders Oroitz Gurruchaga and Aramburu Xabier were recently arrested in May of 2012.  The disagreement between the Basque and Spain still continues to linger however and has taken a new form.  Now the Basque are using more peaceful and less aggressive ways to fight for and promote their rights and interests.

The part of ETA that seems to have the most influence and most support from the public is the one that wants to cooperate and talk with the Spanish government and other parties that are involved in the peace making process such as the UN and French government.  The ETA has officially renounced and denounced their terrorist ways and has already agreed to have talks after an international peace conference was held on the subject matter in an effort to bring an end to the conflict.  Unfortunately the conflict is still on going because some of the Basque peoples feel their rights have been breached.  One article that I read enlightened me as to what rights were violated.  According to Euskonews, a Basque news source, Egunkaria (a Basque newspaper) and “Batasuna” (a political party) were shut down by the Spanish government without proper procedure.  By failing to adhere to the proper procedures the government has, essentially, violated its own constitution and laws.  This is the most recent Basque argument, that the Spanish government is abusing its power by banning groups, political parties and interest groups that are expressing dissatisfaction with the Spanish government.  While the Basque see this as a violation of their rights, the Spanish government feels that the end justifies the mean.  This is a problem.

This problem should be solved within the next 2-3 years because it is the perfect time to do so.  I feel this conflict needs to be resolved now because: a) these is a financial crisis going on that cannot be resolved unless there is cooperation within countries and between countries b) the ETA has become much less radical and has agreed to peace talks c) the ETA leadership has been arrested.  One final reason is that there is no room for conflict nowadays because the world is far to interconnected; a fact that was accentuated by the financial crisis.  Through this crisis we have also discovered that corruption cannot and should not be tolerated because it affects everyone.  This why I think this conflict can be and should solved now and in a peaceful manner.

I believe the Basque should be allowed to take a vote and choose for themselves who should be rule over them and whether or not they should become independent from Spain.  If however, the Basque do not separate, I feel that they should be treated like the other provinces within Spain.  The only reason that any of them would want to continue is out of spite and if the Spanish government continues to violate their constitution.  While I am sure the Spanish government had a reason to do so (or thought it did) I think that the Spanish government needs to adhere to its own rules because the government is supposed to set an example.  One cannot judge or enforce laws if one does not follow them.  While I understand the Spanish government’s stance on ETA and its refusal to cooperate with a “terrorist organization”, I think it should start cooperating more rather than condemning the group because it is no longer a terrorist group.  Most of its members want to negotiate and only a handle full of its members are partaking in terrorist activities.

Also I think that something should be done to improve the Basque image among the Spaniards and that the Spanish government should improve its image among the Basque peoples.  I have interviewed several people from all walks of life here in Spain (waiters, pharmacists, teachers, etc.) and I have found that many have a negative image of both the Basque and of the ETA.  I think the ETA needs to do more to improve its image among Spaniards rather than just the Basque (though it needs to improve its image among them as well) or disband completely and the government needs to stop encouraging this negativity because it will not help its cause in the long run.  By blocking democratic activities such as vote for independence (which was done in 2008 and reported on by the New York Times), refusing to cooperate with Basque political parties and by not following its own laws and constitution, it is hurting its own image and is making peace much more difficult to attain.

Most of the people I interviewed to seem to think that what the Basque people wanted and what the ETA wants are the same thing.  I would ask my interviewees whether or not the Basque should be their own country, if the Basque problem was a big one, if the ETA was completely bad or good and of the Basque people like the ETA.  One older lady said that the ETA is a terrorist organization that it very bad for Spain and that the Basque are just causing problems and should not be separate from Spain. Only one person I talked to had a different answer from the others.  It was an older gentleman whom I met in a café near my homestay.  He explained that he had noticed a change in ETA in the last few years and didn’t truly believe that ETA was completely bad.  He also added that some of his Basque friends were tired of the Basque’s terrorist activities and was very glad that a permanent ceasefire was finally made.  The gentleman also explained that the ETA will probably have more support in the future because ETA has begun to use less violent means to achieve their goals.  He added that he felt ETA was taking a step in the right direction. Based on my research of Basque newspapers, periodicals and my many interviews and more specifically the gentleman with the Basque friends, I have found that many of the Basque are tired of the ongoing arguing between ETA and the government.  While I was unable to pinpoint whether or not the Basque want independence or not from my research, I have discovered that they want their rights protected and the ability to speak their own language and adhere to their own culture. While this has already been acquired, apparently 51% according to Pravda, a Russian news source, would have chosen to separate from Spain had there been an actual vote in 2008 when it was called by Prime Minister of Basque Country Juan Jose Ibarreche.  It is interesting that such a large amount of people (according to Russia) would still be willing to separate from Spain.  If this is indeed the case, I think that the Basque should be allowed to succeed.

While I have been unable to interview any individuals from the Basque region, I have researched numerous articles with polls, interviewed various españolas, and read multiple periodicals and news sources. As a result of this research I have come to the conclusion that a good amount of Basque, españolas and even ETA members no longer want to continue this conflict.  They want it solved now and so does the rest of the world and I am inclined to agree that it is time to bring this debate to an end.

Sources:

“ETA group finishes its swan song”. November 9, 2011. Pravada. http://english.pravda.ru/world/europe/09-11-2011/119565-eta_basque-0/

“Spain to block Basque referendum on “right to decide””. May 28, 2008. New York Times. http://www.nytimes.com/2008/05/28/world/europe/28iht-28basque.13293698.html?_r=1

“Basques”. Encyclopedia.com. http://www.encyclopedia.com/topic/Basques.aspx

“Basque historical rights within the Spanish Constitution and the failure of the rule of law”.  http://www.euskonews.com/0470zbk/gaia47002en.html

Woodworth, Paddy. “Non-violent strategy reaps benefits for Basque”. August 5, 2011. Irish Times.  coalitionhttp://www.irishtimes.com/newspaper/opinion/2011/0805/12243Fr01874365.html

“Spain”. The Freedom House. http://www.freedomhouse.org/report/freedom-world/2011/spain

Hooper, John. “The New Spaniards”. Second ed.

Bethany Drury

English 400

Extra Languages: Luxuries in Times of Crisis?

On May 30^th 2011, the minister of Education in Spain Alejandro Font de Mora, announced that his department drafted a decree stating that, in Valencian public schools, no less than one third of classes were to be taught in Valenciano, no less than one third of classes were to be taught in Spanish, and no more than one third of classes were to be taught in English (El Pais).  Many people supported the idea of Valencia becoming trilingual, but there was also a lot of opposition and indecisiveness.  The people of Valencia had many concerns such as language and identity, cost, and the quality of education and progress.   Although both positions on the issue have valid concerns, perhaps the most important aspect to consider is whether or not it is economical to teach classes in three different languages, especially when the Spanish economy is struggling.  The most economical and practical way to teach classes in public schools in Valencia would be to have all classes taught in Spanish, and offering other languages as electives.

Many people who support this new policy believe that it will improve education, and also keep the Valencian language alive.  Children will be able to communicate with more people around the world and also with their fellow Spaniards, while reviving the Valencian culture and identity.  This argument supports the teaching of English, rather than other languages such as German or French, because it is spoken in so many places around the world and would allow them to communicate with people around the world.  Most of the Valencians I have interviewed support this policy.  One woman, a mother of two, named Lina told me that she was very happy that her children were being taught their classes English, Valenciano and Spanish.  She said that it will help them when they are older, and since the economy is so bad, they will need all the help they can get.  I also interviewed many other parents who said that they were very happy their children would be trilingual.  There is much support for this new policy, but there is also very much opposition, and from both sides of the political spectrum.

There are many Spaniards who believe that this policy will, rather than help to preserve Valenciano, stamp it out.  Since the economy is suffering, the government is being forced to make cuts, and one area being hit the hardest is education.  Some people believe that since the Partido Popular is the party in power now they will want to save money by cutting out one of the three languages taught in Valencian public schools.  Since the Partido Popular believe in centralized Spain and nationalism, the people who oppose this policy believe that Valenciano will be the first language to be cut.  Alejandro Font de Mora said, “Teaching Valenciano is a luxury in times of crisis” (Sindicato de Estudiantes).  Not only do they believe that teaching classes in Valenciano will be cut, they believe that while it is in effect, this policy will require that harder classes, such as math and science, be taught in Spanish while easier classes, such as music and physical education, be taught in Valenciano, suggesting that Valenciano is fine for at school, and at home, but for more abstract issues it is best to use Spanish (Sindicato de Estudiantes).  These people also believe that English would be too expensive to teach when the economy is in distress, that the intentions are good, but the timing is all wrong.  I spoke with a man in a restaurant named Juan, who told me that his children had already finished school and he was glad because they were taught in Valenciano and Spanish, and he believes that it will not be long before only English and Spanish are taught in publish schools.

Teaching English in public schools would definitely be beneficial; however it would be very expensive.  The teachers would have to be fluent in at least Spanish and English and they would also have to be experts in their teaching fields.  Also, since a third of classes must be taught in English, multiple teachers in each field would have to hired.  This would also be true for Valenciano and Spanish.  Teachers who could speak both languages and also specialize in a certain subject would have to be hired, which would be very expensive.

Another problem with this policy is that it forces Valenciano on the children of Spain.  Although there are many people who advocate for the preservation of the language, there are children who do not want, or care to learn Valenciano.  Not all families in Valencia speak Valenciano, and not all families currently living in Valencia are from Valencia or want to stay, so learning Valenciano is pointless for some students.  At the bus stop, I spoke with a man named Javie who said that his whole family lived in the Basque Country and that would only be in Valencia for a year or two, but his young daughter might have to learn Valenciano for no reason.  I also spoke to a group of young girls, one in particular named Ava, who told me that she did not care to learn Valenciano at school because she was already fluent in it because her family spoke it at home.

All of these problems could be solved by simply teaching all classes in Spanish and offering Valenciano, English, and other languages as electives.  That way, Valenciano could be preserved if the children wanted to take it, and English could be learned as well without forcing them to.  It would also be less expensive.  It could be argued that it would cost the same amount because the school would have to hire English and Valenciano teachers, but if they were only offered as electives, then the teachers would not need to teach other subjects as well, only the language they teach.  Unfortunately, Valenciano would be pushed to the back burner, but since the children who would be taking classes in Valenciano would speak the language fluently already, it is not necessary, especially in the economic crisis.  In conclusion, I propose that the government change the language policy in public schools to teaching classes only Spanish, by doing this, the government would save money and schools would be run more efficiently.

Work Cited

“El modelo trilingüe se abre paso en la escuela”.  El Pais. 30 May 2011. Web. 12 June 2012.

“Valencia: Por el derecho a la educación en valenciano. Por una educación pública y de calidad”.

Sindicato de Estudiantes. 15 July 2011. Web. 11 June 2012.

Bank Crisis: Where did all the money go?

As Spain’s economy hits an all time low, not only have the unemployment rates and budget cuts affected Spain, but the banks are going down the drain as well. For example, just over two years ago Bankia was created by the merge of 7 banks, but now Bankia is in need of help (Newspaper).  The bank crisis of Spain has been national news for some time, and all of the European countries have been affected by their debt. One must wonder, how did the bank crisis evolve, and what needs to be resolved?  I believe that getting aid for the bank of Spain helps in the survival of the European countries, and the solution of Spain’s bank crisis is a bailout.

The reason for the bank crisis in Spain right now is the result of two recessions in three years and a high unemployment rate.  These problems have led to the defaults on business loans and mortgage payments.  In 2007, unemployment rose, and housing prices began to drop because property was overvalued (Durden).  Because of this, “…lenders issued loans to homebuyers that posed risks of default. As a result of growing unemployment (which rose to over 20%), many people could not afford to make their mortgage payments” (Menéndez).  As businesses, developers and individuals began to default on their loans, the banks ended up holding bad loans, and the Spanish lenders revenue declined to the point where they could not pay their own foreign lenders (Menéndez).  My first question was: What was Spain’s economy like before the bank crisis? Prior to the bank crisis, during the years of 1995 to 2007 Spain’s economy boomed as the demand for houses rose because of increased immigration to Spain, and unemployment fell “from 23% in 1986 to 8% in mid-2007” (Menéndez).  The cheap credit available led to Spanish businesses and households borrowing money in order to finance real estate purchases.   Spain benefitted from the low interest rates, but as a consequence “Spain turned from a country relying on virtually no external funding in 1996 to one that relied heavily on international lenders in the 2000s” (Menéndez).  So, what does Spain need to do? Let me tell you!

The resolution to the bank crisis is to figure out how to help out Spain’s “most stricken lender”, Bankia, which is the fourth largest bank in Spain (Spain’s).  The rescue of Spain’s bank, Bankia, is the number one priority in the bank crisis.  Earlier in May, Bankia announced that it needed 19 billion Euros in government aid (Randozzo).  The bailout that was requested by Bankia totals the amount spent by the Spanish government to rescue the bank, “which was formed in 2010 through a merger of seven troubled regional savings banks” (Struggling).  The overall dept of Spain’s bank crisis ranged from the amount of 40 billion Euros and 100 billion Euros. So, how much is Spain in debt? “In December 2011, the Bank of Spain announced that regional debt had surged 22 percent, to $176 billion from $144 billion the year before” (Spain). From various interviews the question that arose was: When is there going to be a bailout if there is even going to be a bailout? How much will the bailout be, and who is going to bail them out?

The interviews I conducted consisted of questions that dealt with Spain being part of the Eurozone, being for or against the bailout, and a solution for the bank crisis. I learned the Eurozone is the monetary union used among the 17 states in the European Union, who would be the ones to bailout Spain. The Eurozone has promised 750 billion Euros to make sure that no country in Europe fails and also to keep the continent afloat (Randozzo). To get a further outside perspective, I spoke with my host brother from Holland that believes that Spain is in need of a bailout, and he summarized that it is important for them to be in the Eurozone, to help the remaining countries stay stable.  Among many of the Spaniards I interviewed, I received a common answer that people were in favor of the bailout, and believe it is essential to the survival of their country. Many people stated that Spain is one of the bigger countries in the Eurozone, and if there is a bailout for Spain, it will not only help stabilize Spain, but the other countries that rely on it as well.  The average amount that Spaniards believed would help in a bailout ranged from $50 billion to $120 billion Euros.  As many Spaniards are for the bailout, there are various others Spaniards that are against it.

The argument and opposing view to the bank crisis is that the bailout will not help Spain’s economy, and that this will hurt the other European countries, as well.  A few Spaniards believed the bailout would not help because they do not think there will be enough money given to cover the capital necessary and any other significant margin. Another argument people had was that the bailout would not be enough to help the economy to avoid a debt default.  Also, Spaniards believe that a bailout could lead to more calls for aid.  Both sides have valid reasons for or against a bailout and what needs to be done.

Clearly, there has been an ongoing debate over the recently detrimental bank crisis.  Prior to researching and interviewing Spaniards, I did not understand the facts of the bank crisis and did not have a particular opinion on the issue.  Although the opposing views have good points and believe it will not help the country of Spain or the European Union, I tend to disagree.  With Spain being the 4^th largest country in the European Union, their current economic crisis can be assisted through a bailout.  As of Saturday, June 9, 2012, Eurozone financial ministers agreed to lend Spain up to 100 billion Euros to try and minimize the economic disaster.  But the Eurozone has $750 billion to “ensure” that no European country fails, so this would be the appropriate time and manner to contribute more to a country that is close to near failure (Eurozone).  I believe that in order to save Spain and other countries in the European Union from future economic disaster, there must be a more severe and influential bailout from surrounding nations.

works cited:

Durden, Tyler. “Spain: Bankia Down, Who Is Next?” ZeroHedge. N.p., 30 May 2012. Web. 12 June 2012. <http://www.zerohedge.com/news/spain-bankia-down-who-next>.

“Eurozone Funding Critical to Helping Spain WORLD OPINION.” Timesleader.com. N.p., 11 June 2012. Web. 12 June 2012. <http://timesleader.com/stories/Eurozone-funding-critical-to-helping-Spain-WORLD-OPINION,161971>.

Menéndez, Lia. “Part 6-II: The Spread of the European Sovereign Debt Crisis | University of Iowa Center for International Finance and Development.” Part 6-II: The Spread of the European Sovereign Debt Crisis | University of Iowa Center for International Finance and Development. N.p., Apr. 2012. Web. 10 June 2012. <http://ebook.law.uiowa.edu/ebook/uicifd-ebook/part-6-ii-spread-european-sovereign-debt-crisis>.

“Newspaper Review: Spain Bank Crisis Dominate Coverage.” BBC News. BBC, 06 Nov. 2012. Web. 12 June 2012. <http://www.bbc.co.uk/news/uk-18391413>.

Randazzo, Anthony. “Spain’s Emerging Banking Crisis.” Reason Foundation. N.p., 21 June 2010. Web. 10 June 2012. <http://reason.org/blog/show/spain-banking-crisis>.

“Spain.” News. New York Times, 10 June 2012. Web. 10 June 2012. <http://topics.nytimes.com/top/news/international/countriesandterritories/spain/index.html>.

“Spain’s Economic Crisis: A Timeline.” The Telegraph. N.p., 8 June 2012. Web. 12 June 2012. <http://www.telegraph.co.uk/finance/financialcrisis/9319175/Spains-economic-crisis-a-timeline.html>.

“Struggling Spanish Bank Seeks Bailout of 19 Billion Euros.” - Taipei Times. N.p., n.d. Web. 10 June 2012. <http://www.taipeitimes.com/News/front/archives/2012/05/27/2003533827>.

http://sweettooth.typepad.com/mst/the_perfect_place_to_live_foreign/

“No hablo Español,” is a common phrase Spaniards are having to endure hearing on a daily basis.  One might consider this an acceptable phrase for tourists, but every year more people who do not speak Spanish are not simply visiting Spain and deciding to make Spain their home.  Therefore, as the immigrant population to Spain has continued to rise throughout the last century Spain’s citizens are hearing this infamous phrase much too often.  People who live in Spain should not be forced to attempt to understand an individual who has migrated here and is making no effort to learn the most commonly spoken language of the country.  Immigrants who plan on making Spain their permanent place of residence for a period of longer than six months should be required by the Spanish government to speak at the very minimum an elementary level of Spanish.

Immigration to Spain is a fairly recent political issue that the Spanish government is now facing.  Prior to the late twentieth century, most people migrated from Spain.  Since the Spanish government has adopted policies encouraging immigration the immigrant population, both legal and illegal, has drastically risen. Spain is such a popular destination for foreigners that people are spending their life savings, risking their lives, and illegally immigrating to Spain by boat and any means possible.

http://www.significancemagazine.org/details/webexclusive/1455937/A-bet-on-life-Irregular-immigration.html

As of 2007, there were four and a half million non-citizens currently residing in Spain (Castro). This accounts for roughly eight percent of the total population of Spain.  (Hooper, 285).  Prime Minister Jose Maria Anzar says immigration has been encouraged to Spain because immigrants are needed to do the work that Spaniards will no longer perform (Spain tightens immigration law).  Ever since higher education has become a universal desire in Spain there are few Spanish citizens who are willing to do the menial jobs that keep society running.  Regardless of this need for immigrants, the continuing rise of  the immigrant population has become a source of social tension for the public, making it a hot topic in political debates.  The current Spanish government has adopted an extraordinarily lenient policy in regards to the issue of immigration.  According to Spanish law, illegal immigrants in Spain are not tolerated.  However, the legislation concerning illegal immigration passed in December of 1999 by the Popular Party has only been effective in encouraging illegal immigrants to make Spain their choice destination.  This legislation offered legal and illegal immigrants alike the right to free K-12 education for their children, medical care on the same basis as Spaniards, and allowed them the political right to hold demonstrations and join unions.  This law was recently revised in 2007.  The revision, however, only took away the right to strike and join unions from illegal immigrants (Pérez).  It is absurd to think that illegal and legal immigrants alike can reap the same benefits Spaniards enjoy without anything being required of them.  At the very minimum immigrants should be required to have a basic knowledge of Spanish in order to receive the same benefits of Spanish citizens.

Currently there are no laws in Spain that require an immigrant seeking any type of Visa that will enable the duration of their time in Spain to extend longer than six months to have any knowledge of the Spanish language.  By the government not requiring immigrants to speak Spanish they are creating language barriers amongst Spain’s residents that can prove impossible to overcome.  Without having some knowledge of Spanish immigrants are unable to communicate in essential places like grocery stories, doctor’s offices, and in public transportation.  However, not only is their lack of communication skills affecting themselves, it is affecting Spain’s citizens as well.  I spoke with Catalina, a pharmacist.  She said her job is affected almost daily by people seeking prescriptions who have no knowledge of Spanish.  Catalina says it makes her job very difficult when customers come in and she cannot communicate with them. She told me, “Las personas me gritan porque no pueden comprender lo que estoy diciendo. Que sería más fácil si todos en España hablaba español.”  She agrees that immigrants in Spain should be required to learn enough Spanish to communicate in order to receive benefits from the government.  Without having a basic knowledge of the Spanish language immigrants cannot tell a doctor what they are suffering from, ask someone for directions, and it is even difficult to make a simple purchase.   Lack of knowledge of the commonly spoken language harms the immigrants and citizens of Spain alike.

The Spanish government should make it mandatory that any immigrant seeking medical and educational benefits in Spain pass an equivalency test in Spanish within their first six months of residency.  An immigrant from China, whom I discussed my proposal with, questioned me on how immigrants would be expected to pay to learn Spanish when most people who migrate to Spain come with little money and generally take low wage jobs when they arrive.  I believe if the government is going to expect the immigrants they encouraged to come here to speak the Spanish language they should provide free to low cost classes that will enable the immigrants to learn the Spanish that is necessary to pass the equivalency test.  In these classes, there should be a paid instructor who will teach the immigrant students a basic knowledge of the Spanish language.  In this class, the teachers should focus on the language that these immigrants are going to use on a daily basis.  They should teach them language associated with going to the grocery store, using public transportation, having to visit a doctor or pharmacy, and basic vocabulary associated with food and simple social interactions.  The course should be six months in duration and should begin when the person first enters the country.  Following the end of the course, each person should be required to take a standardized Spanish equivalency test tailored to what they were supposed to learn in the class.  If the person passes the equivalency test, then he or she should be eligible to receive benefits from the Spanish government.  Prior to the passing of this test, immigrants should not be allowed to receive the same benefits as Spanish citizens.  If the immigrant does not pass this test he or she will not be deported but will not be allowed to receive benefits from the government until he or she passes the test.

The common argument against my plan seems to center around where the government will get the money to pay for these classes.  My host mom told me she thought my idea was an excellent one but reminded me of the financial turmoil Spain is currently suffering.  She believes it would be impossible to implement this program because of lack of funding.  However, when considering this argument against my idea one must also take into consideration the amount of money the government is currently spending on paying for immigrants to receive free health care and education.  If the Spanish government refused to pay for the health care and education of not only illegal immigrants but legal immigrants until they passed the Spanish language test they would save money.  This money they are saving could still be put towards the use of  immigrants by providing them with a program to learn Spanish.  This program would be benefit not only the immigrants but other Spanish population as well.

Others have argued against my proposal saying that the purpose of allowing immigrants to have benefits like free health care and access to free education for their children is to encourage migration to Spain.  My host father pointed out that the Prime Minister is correct.  There are few citizens of Spain who are actually willing to take low paying jobs that require manual labor.  Immigrants are used by Spanish people to do jobs like watch the elderly, care for children, and to do labor that is strenuous.  My host father fears that by making the requirements to obtain benefits from the Spanish government more difficult it will deter immigrants from coming to Spain.  However, immigrants to Spain should not see the requirement of learning the Spanish language as a deterrent but as another way the Spanish government is helping to improve their quality of life within Spain.  Immigrants who have a general knowledge of the Spanish language are able to live an easier life because it is easier for them to communicate with the people surrounding them.

Spain is a diverse country full of different people from around the world, who speak multiple different languages.

Immigrant Populations from Around the World in Spain

http://www.migrationinformation.org/Feature/display.cfm?ID=331

The nationally recognized language of Spain is Spanish.  Everyone living within Spain should have a general knowledge of Spanish to prevent the common misunderstandings caused by language barriers.  Students within the schools of Spain are required to learn Spanish; however, immigrants to Spain are not required to have any knowledge whatsoever of the language.  Spain is a country with a high immigrant population, who offers great benefits to people who choose to immigrate here.  Immigrants should have to pay a price for these benefits, which should simply be there time and effort being placed into learning the Spanish language.

Works Cited

Begoñia.  Personal Interview.  04 June 2012.

Castro, Jose M. “Spain Visas, Permits, and Immigration.” NYTimes.com. New York Times, 11 Aug. 2009. Web. 06 June 2012. <http://www.expatforum.com/spain/spain-visas-permits-and-immigration.html>.

Catalina.  Personal Interview. 05 June 2012.

Chinese Immigrant.  Personal Interview.  06 June 2012.

Kopanja, Jelena. “Spain Considers Immigration Reform That Would Make Things Harder for the Undocumented.” Feet 2 Worlds. N.p., 07 July 2007. Web. 06 June 2012. <http://news.feetintwoworlds.org/2009/07/07/spain-considers-immigration-reform-that-would-make-things-harder-for-the-undocumented/>.

Pérez, Nieves O. “Spain: Forging an Immigration Policy.” Migration Information Source. Universidad De Granada, Feb. 2003. Web. 06 June 2012. <http://www.migrationinformation.org/feature/display.cfm?ID=97>.

Silver, Narisa. “IMMIGRATION AND THE CHANGING FACE OF SPAIN.” Prospect Journal International News at UCSD. N.p., May 2011. Web. 06 June 2012. <http://prospectjournal.ucsd.edu/index.php/2011/05/immigration-and-the-changing-face-of-spain-2/>.

“Spain: Immigration Law.” Migration News 7.9 (n.d.): n. pag. Migration News. Sept. 2000. Web. <http://migration.ucdavis.edu/mn/more.php?id=2192_0_4_0>.

“Spain Tightens Immigration Law.” BBC News. BBC, 23 Jan. 2001. Web. 06 Jan. 2012. <http://news.bbc.co.uk/2/hi/europe/1132211.stm>.

Tin Tin.  Personal Interview.  08 June 2012.

In colleges and other schooling systems, many language courses are offered, but not required. For Valencia, there are languages that are required to be taught as well as those that are offered, yet not required. In any country, it is important to become specialized in the overall language, as well as the languages that are unique to the specific community. Spanish is spoken among all parts of Spain, and Valencian/Catalan is used in Valencia and other various parts of the country. Therefore, it is particularly important to learn, especially because the two languages are so different. Both languages are fundamental for students and citizens to become familiar with in Valencia. In past years, there have been plans to require English alongside Valenciano and Spanish. By adding English to the required curriculum, it will take away from the full focus on the two dominant languages in Valencia; English courses should be available and even encouraged, but not required.

The region of Valencia is bilingual, and both Valenciano and Spanish are required to be taught in schooling systems. The students are expected to master and become fluent in both of the languages by the time they finish their secondary education years (“Castellano”). Recently, there have been suggestions and laws that have tried to place the English language in the multi-lingual mix. In May 2011, Valencia announced their plan to require English to be taught in schools. The 2012/2013 school years are to be accompanied by an equal focus in Spanish, Valenciano, and English languages. This would happen by gradually increasing the use of English up to 33%, while decreasing Spanish and Valenciano down to the same percentage as English. This is all expected to happen within a six-year time span (Typically Spanish).

Historically, language has been a struggling concept for Spain and Valencia. When Francisco Franco was in power from 1938-1975, he banned all languages other than Spanish. This meant that regional languages were not to be used in public, which forced his views of becoming Spain One, Great, and Free (“Four Discourses of Spain and Catalonia”). This motto basically meant that Spain was to be a unitary country that had no cultural or ideological differences. Once Franco was out of reign, Valenciano and other languages struggled to get back on track. It has gotten easier and more acceptable in the communities, but it is still difficult to pick up a nearly dead language after it was banned for such a long time. Would requiring English alongside the other two mandatory languages take away from the preservation and hopes of reviving Valenciano or would it provide diversity and a better multi-lingual community?

There are two central perspectives on the English language being taught in schools. Like any issue, there are people that are for and those who are against it. There are many reasons why people are for the English language being taught and also increasing the amount of multi-lingual schools. In Society Needs Multilingual Schools, the central concept was that schools should educate people so that they have the resources they need to understand the world on a better level, as well as for interaction purposes where global social relations prove to be extremely important (Generalitat Valenciana). The people that are for multi-lingual schools also believe that it offers better opportunities of development and paves way for a brighter future of success. This belief derives from the notion that having more intellect with different languages provides greater possibilities in job and career fields. The English language is highly acknowledged in most countries, so many people believe that teaching it in schools will increase knowledge and open new doors. Those who are for it also suppose that it is beneficial to understand and be familiar with universal languages. Since English is one of the most popular languages used around the world, it is ideal to be taught in schools.

To get a personal look on the issue; I talked to my host mother, Merche, who is a retired teacher. She similarly believes that learning English is a great thing. Although she believes Valenciano is a language that must remain a part of the culture, she also believes that the community must modernize as the rest of the world does. English is used around the entire world and a lot of people, especially the younger generation, speak this language. It is becoming more accessible and more common in other countries. Therefore, she believes that it is an intelligent step in moving toward the right direction with the rest of the world. Another Spaniard that I spoke to summarized that he felt the school system was trying to be too forceful on the students. He meant this in the sense that requiring a language that is not native to the country is asking for the pupils to become familiar with something that they may never have to encounter. He thought that it seemed like a plan that was going to be complicated and hard to regulate. So, basically people who are for English being required tend to have somewhat similar beliefs on why it should be taught.

People who are against English being taught in schools have a more cultural mindset. In the sense that Valenciano was and may quite possibly still be on the verge of a dead language, it is crucial to be taught in schools. Not just because it preserves history, culture, and identity, but also because it serves as the principal foundation of Valencia. People insist that if English were to be a requirement, then the central focus would not be Valenciano and Spanish. I talked to a few Spaniards who believe that it shouldn’t be a requirement. I spoke to a couple, and their answer to this issue was that requiring the English language to be taught would take away from the uniqueness of the Valenciano language. One man said that adding English to the mandatory set of courses would take away concentration on the two primary languages that are necessary in this community. Valenciano could potentially dwindle and become less of a language and be spoken less than it already is. It is out of fright and fear of losing culture and identity that people do not agree with English being required in schools.

After taking both sides into consideration and gaining knowledge about the issue, I believe that English should not be required in Valencia’s school systems. I think that there should be a more central focus on Valenciano and Spanish. I do encourage English to be taught because there are many purposes, such as tourism, where it would be beneficial, but I do not believe that it should be focused on the same as the languages that are unique to the culture. Valenciano and Spanish differ greatly in their language, so I think it should be required that only these are taught in schools. I believe that forcing students to learn English would create a less genuine approach to the subject. If people are forced to learn the English language and they don’t necessarily want to, then they may get nothing out of the process, except a less familiarity with the actual essential languages of Spanish and Valenciano. It is difficult to concentrate on these languages if English is forced upon the students. I believe that it is better to be more fluent and accustomed to few than to be staggered and unfamiliar with many.

It is easy to lose cultural history and identity, and I believe that the way to getting back on track is through educating. The curriculum should solely consist of Spanish and Valenciano as requirements, while English courses should just be offered and even encouraged. I do agree that learning many languages is valuable, but it should be a choice, not an obligation. The law that is trying to implement an equal amount of English with Spanish and Valenciano seems too forceful. Spanish and Valenciano should still be the main focus in schooling systems. Cultural language is very important, and I believe that some of the effect and impact would be lost if English became a prime language taught in the schools of Valencia.

Works Cited

“Ingles.” Castellano. N.p., n.d. Web. 12 Jun 2012. <http://intercentres.cult.gva.es/intercentres/03000710/matriculacion/ingles.htm>.

“Spain, One, Great, and Free.” Four Discourses of Spain and Catalonia. 21. Print.

“Valencia announces plan for multi-lingual schools.” Typically Spanish. N.p., n.d. Web. 12 Jun 2012. <http://www.typicallyspanish.com/news/publish/article_30690.shtml>.

Valencia. Generalitat Valenciana. Valencia: Published titles: declaració EDUCATIVA2 LA SOCIETAT NECESSITA UNA ESCOLA PLURILINGÜE 22 x 12 cms. 48 pages 1st Edition: 03 / 2011 Illustrations: Miguel Calatayud Unió de Cooperatives d’Ensenyament Valencianes, 2011. Print.

Merche. Personal Interview. 06 08 2012.

Juan. Personal Interview. 06 08 2012.

Pablo. Personal Interview. 06 10 2012.

Maria. Personal Interview. 06 10 2012.