A Case Study of Emotions in Galician-Spanish and Spanish-Galician speakers

8/9/2019 A Case Study of Emotions in Galician-Spanish and Spanish-Galician speakers

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A CASE STUDY OF EMOTIONS IN SPANISH-GALICIAN AND

GALICIAN-SPANISH BILINGUALS

Abstract

Native speakers of Galician and Spanish were compared in terms of the emotions they

experience when using either one or the other language and of the feelings they experience

towards them. They were divided into two groups, those who acknowledged Spanish as their

dominant language, on the one side, and those who had a preference for Galician, on the other.

The study is based on the answers they gave to an adapted version of the Dewaele & Pavlenko

questionnaire (2001). Results suggest that education and the more prominent cultural presence

of Spanish affect individuals skills, pointing at specific procedures in dealing with the four

skills. On the other hand, this study supports the findings of previous studies in relationship with

the greater emotional attachment to L1 for Galician-dominant speakers and does also so forSpanish L1 speaker in a closer examination. It also contributes to the debate of whether a

bilingual has two emotional worlds. Precisely, the majority of positive answers to the question

of whether they feel like a different person when they speak their different languages backs this

thesis. Especially, the fact that many perceive differences even when the utterance coincides in

both languages, possible due to the fact that they are very closely related. This study calls into

question the necessity for more planning with the objective of achieving a balance between

languages in the individual and also appears to provide positive evidence for the existence of

two separate lexicons.

Keywords: Bilingualism; emotions; linguistic skills, bilingual education; bilingual lexicon.

1. INTRODUCTION

On 10th November 2007, the Spanish King, Juan Carlos I, reacted quite violent

to Hugo Chvez comments in a summit. His Por qu no te callas? (lit. Why dont

you shut up?) was heard all over the world.1 The question a Galician comedian asked

himself some time later about how a Galician person would express that.2 His answer

was something like: Pero cala un pouquio, ho (the intentionality would translate as

something of this kind: Would you shut up a little bit, man?). Despite the humorous

purposes of the video, there is something underlying which indicates a distinctive way

1Available online at: http://es.wikipedia.org/wiki/%C2%BFPor_qu%C3%A9_no_te_callas%3F.Accessed: 8/5/2010.2 Available online at: http://www.youtube.com/watch?v=jR04d2VVCj0. Accessed: 8/5/2010.


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of reacting to the same stimuli. In fact, it is usually assumed that, like Eskimos

distinguish more shades of white, Galician also offers more words to talk about rain.

This differences in the divisions of the continuum and their matching with are not the

same in the different languages, given that this also happens with words referring to

emotions (Wierzbicka, 1992: 119-135), what if the continuum of emotions were alsodifferent? What would be the implications for our day-to-day lives?

A study conducted by Dewaele about the emotional force of swear words

suggests that the expression of emotion is more difficult in the L2, learned later in life

that in the L1 and that the perception of emotion in a second language depends on the

typological similarity with this as well on the cultural similarities (2004: 208).

According to this, the perception of a speaker who has been exposed to Galician and

Spanish since the very beginning and, having into account that they are both very

similar languages.Therefore, this study will try to get an insight into a very specific group of

bilinguals. Thus although some general statements will be made, it is necessary to bear

in mind that it applies to a very specific context.

2. METHOD

Participants

Nineteen participants took part in this investigation. They all came from Galicia,

a bilingual region in the north-west of Spain. Due to the sociolinguistic conditions in

this area, all of them are fully proficient in both languages. In fact, they are both

compulsory subjects at school and the rest of the subjects are taught in either one or the

other in accordance with legal requirements. On the other hand, the presence of both

languages in the media, although unbalanced in favour of Spanish, help people are

raised bilingually. Nonetheless, the most common situation is that one language

dominates over the other. Among the 19 participants this was the case of everybody

except for one person, who was finally not included for practical reasons.

The study was conducted finally based on groups: 11 participants whose

dominant language was Galician, 10 females and one male, and 7 participants who have

Spanish as a dominant language, all of them females. The age mean was of 21 for both

groups, ranging from 19 to twenty-seven. This is intentional, as having such an

homogeneous group, avoids the complication that different generations would create as

the relationship between both languages and their presence in education and public live


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has quickly changed. On the other hands, all the participants have enjoyed university

education, most of them are still working towards a degree, while some have started

working recently or have decided to continue their studies at post-graduate level.

Notably, most of the participants come from the fields of philology or translation, which

might have affected the results. On the other hand, there were other participants whoconsidered their profession as related to bilingualism because they need to switch

languages at work

Materials

The data for this study was gathered via questionnaire. The web questionnaire

Bilingualism and Emotions designed by J. M. Dewaele and A. Pavlenko in 2001 was

taken as a model, but it was modified in order to produce better results in this particular

case (See Appendix 1 for full questionnaire). The initial questions included somebackground information, including name (or random initials and a number for those

who did not wish to identify themselves), contact address, sex, age, education level,

ethnic group, occupation and whether this is related to bilingualism or not. By giving

their details, which will be kept confidential, they give permission to use their answers

for research purposes. There are a certain number of questions for which they only have

to answer by ticking where appropriate but, there is also a number of open questions.

From question 9 to 17, linguistic information was requested, identification of L1 and L2,

which one is the dominant, language spoken by parents, level of comfort according to

the different skills, frequency of use, in which language they do calculations and

translation and whether they switch or not when talking about certain matters or to

certain people. Question number 17, just before the questions related to emotions, asks

participants if they think their conceptions about languages might be biased by their

political views. Finally, there are 15 questions which deal with emotions: rating

subjective statements, expressing anger, swearing and taboo words, deepest feelings,

anxiety in different contexts, inner speech, talking about emotional topics, feeling like a

different person, switching with humoristic purposes... The last question allows them to

include any additional information they think it might be relevant.

Procedure

A social network was used to ask Spanish-Galician bilinguals if they were

willing to fill out a questionnaire about their relationship with the languages they spoke.


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Those whose answer was positive were required to send their e-mail address and, later

on, the questionnaire was e-mailed to them. It was designed in Word format so that they

could answer without problems and send them back. Participants completed the test on

their own and were asked to get in contact if they had any difficulty with the language

or the questions. Conversely, it was me who needed to contact some of them when theiranswers were not so clear. They were also asked to specify the time it took them to

complete the task. The answers of those who did, ranged from 40 minutes to 1 hour.

3. RESULTS

It is frequent and expected that when talking about bilingualism the relationship

between those two languages focuses the attention. In this case, however, given the fact

that the speakers are supposed to be proficient in both, as they have been in contact with

them since birth, it would be interesting to explore the relationship of the different skillswithin the same individual. In a sense, the question that this sets out is whether the skill

in use can affect the feelings of the individual. Question twelve in the questionnaire

addressed this issue by asking in which language speakers felt more comfortable in

relationship with the four skills. It is to be expected that these comfort appears in

correlation with their dominant language. However, as the graphs (Fig. 1 and Fig. 2)

show this premise does not work.

Comfortable: Galician dominant

0

20

40

60

80

100

120

Galician Spanish Same

Percentage Speaking

Writing

Reading

Comprehension

Fig. 1


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Comfortable: Spanish dominant

0

10

20

30

40

5060

70

80

90

Galician Spanish Same

Percentag

e

SpeakingWriting

Reading

Comprehension

Fig. 2

Logic tells that skills related to production, i. e. speaking and writing, should

obtain parallel results; whereas reading and comprehension, which only entail a passive

knowledge of the language would resemble more to each other. Surprisingly, results

show clearly that for Galician-dominant speakers Galician is always the preferred

language for speaking; while for writing almost 80% of them are equally comfortable

and the rest prefer Spanish. However, the percentages for writing are quite balanced,

only slightly favouring Galician and same. Spanish-dominant participants behave in a

more predictable way: more than 80% prime Spanish for speaking, whereas the rest

think it is the same; as for writing, about a 70% chooses same as an option but nobody

opts for Galician. Regarding, reading and comprehension neither group shows a

consistent preference for any language, but Galician-dominant speakers prefer to read in

Spanish rather than in Galician, which does not happen with comprehension. Spanish-

dominant speakers would never feel more comfortable in Galician.

A possible interpretation might come from education and cultural weight. So far,

speaking Spanish in class is not compulsory- although it was during the dictatorship-

but students are required to take some exams in this language. On the other hand, the

cultural industry of a language spoken by some 400 million speakers cannot be

compared with one which is spoken by about 2,5 million speakers, who can at the same

time speak Spanish, and that has traditionally based on an oral culture.

The following step is the comparison between the subjective perceptions of both

languages. This was 19 in the questionnaire and equally, both groups of participants

were considerate separately. In this case, three categories were made taking into account


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the adjectives provided: useful, colourful/rich/poetic and emotional vs. cold.

Participants could rate the statement according to six categories: not at all (NAA),

somewhat (SW), more or less (MOL), to a large extent (TALE), absolutely (ABS) and

not applicable, which nobody used. A percentage was worked out based on the answers.

These are the results for useful (Fig. 3 and 4):

Useful: Galician dominant

0

10

20

30

40

50

NAA SW MOL TALE ABS

P

ercentage

Galician

Spanish

Fig. 3

Useful: Spanish dominant

0

10

20

30

40

50

60

70

80

NAA SW MOL TALE ABS

Percentage

Spanish

Galician

Fig. 4

The answers show that Galician-dominant speakers rate their dominant language

more positively than Spanish, even if the latter enables them to communicate with more

people. On the other hand, almost a 10% think that it is not useful at all and this does


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not happen with Spanish. Spanish-dominant speakers rate their language more

positively than Galician, which gets a majority of more or less. This might because of

their emotional attachment but also the international impact of the language.

Nonetheless, the idea about Galician is undoubtedly more positive among young people.

Another factor which definitely has a role is the ideology of the speakers, in particularnationalism. In fact, almost a 59% gave a positive reply to question number 17, which

means they think they might be somehow influenced.

The following graphs show the results for Colourful/rich/poetic (Fig. 5 and 6):

Colourful, rich, poetic: Galician dominant

0

10

20

30

40

50

60

70

NAA SW MOL TALE ABS

Percentage

Galician

Spanish

Fig. 5

Colourful, rich, poetic: Spanish dominant

0

10

20

30

40

50

60

NAA SW MOL TALE ABS

P

ercentage

Spanish

Galician

Fig. 6


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Both groups rate very positively these qualities in both languages, raging

basically from MOL to ABS. Galician-dominant speakers tend to give an ABS more

frequently to their first language, while the figure is the same for Spanish-dominant

speakers. They are even more positive towards Galician. There are two possible reasons

for these, which can be complementary. Galician literature is comprehensibly studiednowadays at high schools and, having a look at the answers to question 26, I love you,

it appears that apart from answers of the kind I feel more real, there are others which

rely on the determined features of the languages: prosody, phonology. Galician uses

much more than Spanish diminutive suffixes, in particular io, which people tend to

associate with a sweet characteristic (See Appendix 2). Other prominent features are the

presence of // and to have diphthongs where Spanish has a vowel alone. There are in

fact different studies about cultural phonology (Palmer, 1999: 272-289). However, as

Grosjean points out it is necessary to be careful because these ideas are frequentlyextended and end up referring to the speakers as well (1982: 117). On the other hand,

half of the speakers of Spanish as a first language count Speakers of Galician among

their close relatives, parents and grandparents, which is not true of any of the Galician

speakers. In fact, this is ratified by the answers of Galician speakers who were brought

up in London (Pena Dez, 2004: 155): they describe someone reading in English as

cold, perfectionist..., while someone reading in Galician sounds familiar and

warm.

Closely linked to this is the perception of whether the language one speaks is

warm or cold. Similarly, Galician- dominant speakers consider Galician more emotional

and less cold, although Spanish is regarded positively as well. For Spanish- dominant

speakers, Galician is still more emotional and Galician less cold (Fig. 7, 8, 9 and 10).

Emotional: Galician dominant

0

10

20

30

40

50

NAA SW MOL TALE

ABS

Percentage

Galician

Spanish

Fig. 7


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Emotional: Spanish dominant

0

20

40

60

80

100

NAA SW MOL TALE ABS

Perce

ntage

Spanish

Galician

Fig. 8

Cold: Galician dominant

0

10

20

30

40

50

60

NAA SW MOL TALE ABS

Percentage

Galician

Spanish

Fig. 9

Cold: Spanish dominant

0

20

40

60

80

100

NAA SW MOL TALE ABS

Percentage

Spanish

Galician

Fig. 10

According to this hypothesis, the expected results for the variable frequency of

code-switching according to people should show that it happens less often within

members of the same family, but it is on the contrary more common with strangers. A

graph was built with the data of the participants. It was question 16 and there they could


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choose between: Never (N), Rarely (R), Sometimes (Som.), Frequently (Freq.), All the

Time (All T.) and Not Applicable (NA). Most students must have considered their

interactions at university as at work. Results show that in this case the prediction is

confirmed (Fig. 11). Furthermore, it appears that when there listener is unidentified, an

audience, switching is far less common.

Codeswitching depending on people

0

10

20

30

40

50

60

N R Som. Freq. All T. NA

Percentage Family

In public

At work

Strangers

Fig. 11

This is ratified also by the second part of question sixteen. Once the natural

linguistic pact is made between two speakers, they start building up their relationship

with that person in a determined language and more than seventy per cent of the

participants would found switching with that same person very difficult.

Do you find it difficult to switch with the same person

when you are used to one language?

0 20 40 60 80

Percentage

Negative answer

Positive answer

Fig. 12

This leads us to the question of linguistic awareness. It seems that speakers are

quite self-conscious judging by the previous answers. Question 32 addresses this issue


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directly and the results are positive, which seems quite surprising because even people

who learn a language late in life can reach the status of being able to switch without

being conscious at all.

How self-conscious?

05

10

15

20

25

30

35

40

45

50

Percentage Not al all

A little

Quite a lot

Exetremely

Fig. 13

Finally, I would like to consider question 34, about switching with very specific

purposes: humoristic. The results mirror those of the difficulty of switching when you

get used to using a certain language with the same person. More than 70% per cent

answered positively. Their answers include: it emphasized a joke or some jokes are

less funny in other language. This purpose is also attested between Catalan and

Spanish, another very closely related language (Heller, 1988: 53-77) or in Danish-

American written songs (Eastman, 1992: 215-228). This kind of intergroup humour is

considered pragmatic-semantic humour by Gombert (1992: 115-120). It is intentional,

but requires metalinguistic awareness, so although children at two-and-a-half years

might be able not to switch codes (Bel Gaya, 2008: 22), are presumably not ready for

this use.

As one participant points out we are bilinguals so we should make the most of

it. This alludes to the exploitative character that this feature can adopt. It seems

somehow the result of the duality of the bilingual (Wierzbicka, 2004: 99), in fact

55,55% of the participants reported they feel a different person in the different

languages. Surprisingly, even when the word a speaker utter happens to be the same in

both languages (in question 21) most of them actually perceive a difference, which

might be due to As Kramsch explains: Language crossing enable speakers to change

footing within the same conversation [...]By crossing languages speakers perform acts


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of identity. (1998: 70). After all, it seems very interesting and surprising that even

when the word a speaker utter happens to be the same in both languages (in question 21)

most of them actually perceive a difference, which might be due to this word being

inserted in that language, that is surrounded by its prosody, vocabulary... or might make

us think if this words are retrieved from different storages.

4. DISCUSSION

This piece of research appears to confirm the finding Pavlenko made, the first

language has a greater emotional load, at least for speakers of Galician as an L1. The

fact that the results are a bit different for speakers of Spanish as L1 could be explained

on the basis that there are close members of their families with Galician as an L1 and,

according to Dewaele (2004: 207) the emotional attachment depends on the

proliferation of neural connections in early and middle childhood. On the other hand,the fact that they are typologically very similar words and that the speakers live in a

bilingual context as well does not avoid an emotional preference for the L1.

The fact that speakers perceive the same word as belonging quite clearly to

different languages in a conversational context, is in itself interesting. It could have to

do with the context in which it appears but it also suggest that although it is apparently

the same word; the speaker might retrieve it from a different place.

Further studying taking into account specific relationships within bilingual

communities, but also looking at the relation of different dialects with the standard

variety and, at an individual level, how the different skills are dealt with could help

bringing to light more facts about the complex relationship between language and

emotions in the speaker.


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APPENDIX 1

Dewaele, J.-M. & A. Pavlenko (2001) Web questionnaire Bilingualism and Emotions.

University of London. Adapted by Elma Barreiro Abad

Home | Thinking of applying? | Contact Information | ResearchBilingualism and EmotionsBackground InformationAll information will be kept confidential. If you would rather not identify yourself, please userandom initials and a number, e.g., AV38.1. Name2. Contact address (preferably e-mail)3. Sex4. Age5. Education level (highest diploma or degree)6. Which ethnic group/community do you belong to or most identify with7. Occupation/Profession8. Is your occupation related to your bilingualism or languages in any way

------------------------------------------------------------------------Linguistic information: Galician/ Spanish9. Which languages do you know and what order did you learn them in? How old wereyou when you started learning each language? Was acquisition naturalistic (outside of school),instructed (at school), or both?1st LANGUAGE (L1)2nd LANGUAGE (L2)

10. Which one do you consider to be your dominant language? Explain if necessary.Galician:Spanish:Both:

11. What language do your parents speak?

------------------------------------------------------------------------12. Which language do you feel more comfortable in in relation with the following skills?

Galician Spanish SameSpeakingWritingReadingComprehension

------------------------------------------------------------------------

13. How frequently do you use each of the languages and with whom? Never=0, every

year=1, every month=2, every week=3, every day=4, several hours a day=5)With whom FrequencyGalicianSpanish

------------------------------------------------------------------------14. Which language (s) do you use for mental calculations/arithmetic (tick whereappropriate)?

Never Sometimes All the timeGalician


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Spanish

15. When you have to translate from a foreign language, which one comes automatically?

Which one did your foreign language teachers used mainly when they translated?

------------------------------------------------------------------------16. Do you switch between languages within a conversation with certain people? (Tickwhere appropriate)

Never Rarely Sometimes Frequently All the time Not applicableWith friends and familyWith strangersSpeaking in publicAt work

- Once you get used to speaking in a certain language with someone, do you find it difficult toswitch or does it happen without you realizing?

------------------------------------------------------------------------17. Do you switch between languages when talking about certain matters? (Tick whereappropriate)

Never Rarely Sometimes Frequently All the time Not applicableNeutral mattersPersonal mattersEmotional matters

18. Do you think your political views, ideology... may affect your feelings towards theselanguages?

------------------------------------------------------------------------Languages and Emotions19. Here are some subjective statements about the languages you know. Please mark to

what extent they correspond to your own perceptions. There are no right or wrong answers.(Tick where appropriate)Which is your first language?

Not at all Somewhat More or less To a large extent Absolutely NotapplicableMy L1 is usefulMy L1 is colourfulMy L1 is richMy L1 is poeticMy L1 is emotionalMy L1 is cold------------------------------------------------------------------------Which is your 2nd language?

Not at all Somewhat More or less To a large extentAbsolutely Not applicableMy L2 is usefulMy L2 is colourfulMy L2 is richMy L2 is poeticMy L2 is emotionalMy L2 is cold------------------------------------------------------------------------


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20. If you are angry, what language do you typically use to express your anger? (Tick whereappropriate)a) When alone

Never Rarely Sometimes Frequently All the time Not applicableL1L2

b) In letters and e-mailNever Rarely Sometimes Frequently All the time Not applicable

L1L2

c) When talking to friendsNever Rarely Sometimes Frequently All the time Not applicable

L1L2

d) When talking to parents/partnersNever Rarely Sometimes Frequently All the time Not applicable

L1L2

e) When talking to strangersNever Rarely Sometimes Frequently All the time Not applicable

L1L2------------------------------------------------------------------------21. If you swear in general, what language do you typically swear in? (Tick where appropriate)

Never Rarely Sometimes Frequently All the time Not applicableL1L2

- Whenever these words are actually the same in both languages, are you aware of thelanguage you are speaking and do you perceive they sound different in some way?------------------------------------------------------------------------22. Do swear and taboo words in your different languages have the same emotionalweight for you? (Tick where appropriate)

Not strong Little Fairly Strong Very strong Not applicableL1L2------------------------------------------------------------------------

23. What language do you express your deepest feelings in? (Tick where appropriate)a) When alone

Never Maybe Probably Certainly Without any doubt Not applicable

L1L2

b) In letters and e-mailNever Maybe Probably Certainly Without any doubt Not applicable

L1L2c) When talking to friends

Never Maybe Probably Certainly Without any doubt Not applicableL1


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L2

d) When talking to parents/partnersNever Maybe Probably Certainly Without any doubt Not applicable

L1L2

------------------------------------------------------------------------24. How anxious are you when speaking your different languages with different people in

different situations? (Tick where appropriate)Not at all A little Quite anxious Very anxious Extremely anxious

Not applicableL1 with friendsL1 with colleaguesL1 with strangersL1 on the telephoneL1 in public

Not at all A little Quite anxious Very anxious Extremely anxious NotapplicableL2 with friendsL2 with colleaguesL2 with strangersL2 on the telephoneL2 in public

------------------------------------------------------------------------25. If you form sentences silently (inner speech), what language do you typically use?(Tick where appropriate)

Never Sometimes Frequently All the time Not applicableL1L2------------------------------------------------------------------------

26. Does the phrase "I love you" have the same emotional weight for you in your differentlanguages? Which language does it feel strongest in?

27. Do you have a preference for emotion terms and terms of endearment in one languageover all others? Which language is it and why?

28. Do your languages have different emotional significance for you? if yes, then how doyou see this significance for each language? Is one more appropriate as the language of youremotions than others?

29. Is it easier or more difficult for you to talk about emotional topics in your second or thirdlanguage (if you have one)? If there is a difference, could you tell us about that and perhapsprovide some examples?

30. If you do write in a personal diary - or were to write in one - what language(s) do youor would you use and why?

31. Do you feel like a different person sometimes when you use your different languages?

32. How self-conscious are you when you switch between languages? Tick where appropriate:

Not at all A little Quite a lot Extremely


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33. Do you codeswitch when re-enacting a conversation which took place in the other

language?

Never Sometimes Frequently All the time Not applicable

34. Do you switch between languages with humoristic intentions? If so, in which

circumstances and why do you think it happens?

35. Do you have any other comments and/or suggestions for the authors of thisquestionnaire?------------------------------------------------------------------------


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APPENDIX 23

My translation: - Xa, Xa!!!-I know, I know!!!

- Amijios4 si... pero a vaquia polo que vale!!- We might be friends

but it needs to be a fair price.5

3 Available online at: http://obichero.blogspot.com/. accessed: 1/05/2010.4 It tries to represent a dialectal feature, gheada. The standard form would be: amiguios.5 Literally he sais that the price of the cow has to be fair, not surprising for an agriculture-basedcommunity. Both cow and friends take this diminutive suffix.


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Dewaele, J.-M. & A. Pavlenko (2001). Web questionnaire Bilingualism and Emotions.

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Documents

A Case Study of Emotions in Galician-Spanish and Spanish-Galician speakers