"Demand to study in Valencian is growing dramatically": new survey data

ValenciaThe demand for studying in Valencian is growing "spectacularly" and far exceeds the supply of public and private schools. This is the main conclusion of the Valencian Education Workers' Union (STEPV). has compared the data of the consultation on language in the classroom of the Ministry of Education with those of the reports published by the union itself before the entry into force of the multilingual model approved in 2018 and now repealed.

The figures reveal that the demand for teaching in Catalan in state-funded schools has risen to 30.12%—including in Spanish-dominated regions—while the supply is only 7%. The same is true in the public system, where demand is 60% compared to a supply of 40%. The STEPV concludes that the consultation has highlighted that the desire to study in Valencian is greater and that the administration must now address this reality.

Specifically, regarding the implementation of the results, the union acknowledges its fears and emphasizes its concern about the awarding of contracts to families who did not participate in the consultation—to which representatives of the workers and the majority of families they opposed– is a new source of conflict. In this regard, it is highlighted that there was an abstention of 41.39%, which was higher in the Castilian-dominated regions, where only 53.94% of families participated compared to 61.07% in the Valencian-dominated regions.

STEPV also criticizes the regional government's model for generating territorial fragmentation, given that the further north you are in the Valencian Community, the greater the desire to study in Catalan: 70.50% in Castellón, 57.84% in Valencia, and 34.11% in Alicante. However, they emphasize that demand is "notable" in the eight regions where Catalan has historically been poorly spoken, and now stands at 31.82%. For the union, the figure demonstrates that "the regional government's policy of prohibiting Valencian as a vehicular language in these municipalities has been reversed." "As an extraordinary case, we find the result in the Serrania region, where more than 50% of families voted for Valencian," despite being a Spanish-speaking region, they emphasize. At the other extreme are Vega Baja and Plana de Utiel-Requena, the only two regions where the demand for teaching in Valencian is below 10%.

What has been chosen?

Despite the data highlighted by the union, and as it has denounced, the model promoted by the PP and Vox represents a reduction in teaching in Valencian, which is increasingly moving away from the immersion model. Specifically, families have had to choose the main language of instruction in classrooms starting next year. However, as with everything in the Valencian Community, there are significant regional differences. In 25 of the 33 Valencian regions, in pre-school, the language chosen (Catalan or Spanish) may represent a maximum of 65 percent of teaching time, with a minimum of 25 percent for the other co-official language and 10 percent for English.

In primary, secondary, and high school, English will represent between 15% and 25%. In these three stages, the difference in vehicle use between Valencian and Spanish must exceed 20%, and no language may be used less than 25%. On the contrary,in the eight regionsWhere Catalan has historically been underrepresented and where the study of Valencian remains voluntary—citing its limited historical presence—in pre-school, Valencian and English will occupy 10% of the time, while in primary, secondary, and high school, Catalan will be optional. In contrast, English will represent between 15% and 25% of the hours.