This qualitative study explores the dimensions of language learning and identity development through the eyes of language teachers in the Catalonia region of Spain. Three interviews with teachers from the greater Barcelona area as well as the Tarragona province are of primary focus to this analysis, complemented by statistical evidence on population demographics and language use. The data presented in this study aim to advance current research on minority language curriculums and their subsequent effects on social, linguistic, and national identity development among students. As an autonomous community, Catalonia enjoys its own regional language (Catalan), which in 1983 was established as the language of instruction in schools. While present research has tracked the evolution of language use and identity politics in emerging student groups, this study seeks to delve deeper into teacher experiences and observations surrounding the connection between instruction methods and identity formation in multilingual, multicultural classrooms.
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