Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils

Abstract

ABSTRACT This thematic analytic qualitative study used participants’ oral narratives to examine primary Cymraeg, which is the Welsh language, and English-speaking adolescents’ perceptions regarding Cymraeg-speakers’ opportunities of using their primary language on social media. Twenty-three participants were interviewed (two Welsh/Bilingual-medium schools: males = 5, females = 6; two English-medium schools: males = 6, females = 6). All of the Welsh/Bilingual-medium participants were primary Cymraeg-speakers. Operating at the broad thematic level, both groups provided similar responses. However, inter-group variance might be inferred at the sub-thematic level where, for instance, Cymraeg-speakers identified a greater array of technical limitations preventing Cymraeg-speakers using Cymraeg within the social media domain. The potential consequences of an actual or perceptual linguistic imbalance on social media are discussed.