Programs of education in Catalan language exist today principally in Andorra and the Catalan-speaking autonomous communities of Spain.
In summer that year four prominent teachers —Carles Salvador, Enric Soler i Godes, Antoni Porcar i Candel and Francesc Boix Senmartí—, and 24 8-to-13 year-old male students gathered together.
However, the recovery was highly uneven around the territory, and the regional and administrative fragmentation means that today, the position of Catalan in the world of education varies hugely depending on the location in question.
[1] In general terms, it can be said that the introduction of Catalan as a subject was completed, at least in Catalonia, the Valencian Community and the Balearic Islands, during the Spanish transition to democracy.
In order to guarantee this point, in 1991 a law was approved governing access to the education sector, requiring teachers to have a level of Catalan and Castilian allowing them to perform their professional duties in accordance with the applicable legislation.
They claim the system to be unfair with Castilian speakers, as they think Catalan adds additional burden to non-Catalan students worsening their academic performance.
However, consensus from scientific, education and Catalan communities is in that language immersion is fair given the traits of the population living in Catalonia.
[13] To the contrary, social studies found that children political-identification feelings are influenced by their parents and neighbourhood, not Catalonia's education system.
[13] It has reached the Constitutional Court of Spain in 1994 and 2010, both times receiving a favorable ruling, not infringing Castilian-speaking children "right and duty to know Spanish".
[5] The educational community has stated that Castilian has never been excluded, with many teachers using it as the language of instruction in their lectures for the sake of flexibility and the laws already had exemptions for non-Catalan speakers.
[14] The linguistic school model in force in the Balearic Islands closely follows that of Catalonia, although the presence of Castillian there as a vehicular language is slightly more significant.
It is based on a different model, known as “double line”, where parents can choose, as the vehicular language, between Catalan and Spanish, or mixed programs.
Initially, 54% of the institutions in the concerted public network chose Catalan as the vehicular language; 30%, the mixed programs; and 13%, Castillian.