目前，大多数年轻威尔士语使用者来自讲英语的家庭，住在英语占优势地位的社区。以往的研究显示，这些人使用威尔士语的频率小于那些来自说威尔士语的家庭的人，这些家庭居住在威尔士语占优势的社区。本文考察了语言使用者的背景和他们的语言态度之间的相关性，考察了对自己语言技能的信心和威尔士语的使用状况。我们从一个威尔士语占优势的地区（位于威尔士西北部）和一个英语占优势的地区（位于威尔士东北部）收集了27个参与者的定量和定性数据。他们对威尔士语的态度总体是正面的。这两个地区来自英语家庭的人对说威尔士语信心偏低。讲英语家庭的人，其威尔士语使用频率低，而不管所处社区主导语言是什么。住在东北部的威尔士语家庭的人使用威尔士语的频率非常低。结果表明导致两个地区比较人群组语言使用动力的不同：在西北威尔士，使用特定语言的人群比较多，而在东北威尔士，英语则是所有对比人群组的语言。

关键词： 威尔士语媒体教育，威尔士语-英语双语，语言态度，语言规划，浸入式教育

来源：International Journal of the Sociology of language, 2014, number 230. Special Issue. Ethnolinguistic Identity and Loyalties

The influence of social factors on minority language engagement amongst young people: an investigation of Welsh-English bilinguals in North Wales

Jonathan Morris

Abstract  The majority of young Welsh speakers now come from English-speaking homes and reside in communities where English in the dominant language (Jones 2008:550; Jones 2012:6). Previous studies have shown, however, that these speakers use Welsh less than those from Welsh-speaking homes in Welsh dominant communities(Jones 2008:553). This article examines the correlation between speakers’ backgrounds and their language attitudes, self-confidence in their language skill and use of Welsh. Both quantitative and qualitative date were collected from 27 participants from two cohorts of Welsh-medium Sixth Form units in Welsh-dominant area of North West Welsh and an English-dominant area of North East Walsh. While attitudes towards Welsh were generally positive, those from English-speaking homes feel less confident in their Welsh in both areas. The use of Welsh amongst those from English-speaking homes is also relatively low regardless of the dominant language of the community. Amongst those from Welsh-speaking homes, use is significantly lower amongst those who reside in the North East. It is suggested that these results are attributable to peer-group dynamics in two areas: in the North West, language-specific peer groups were found whereas English was language of all peer groups in North East.

Keywords  Welsh-medium education, Welsh-English bilingualism, language attitudes, language planning, immersion education