What would happen if, within a word, not all vowels were equally autonomous? If one decided how the others should sound? If we listen carefully to how some speakers in the Valencian Country pronounce words like ‘dona’ or ‘cosa’, or ‘conill’ or ‘sortir’ in certain areas of Mallorca or the Ebre Lands, something shifts with respect to what we would expect. On the one hand, where we would expect an 'a' at the end, we can hear a vowel that approaches the stressed vowel: ‘c[o]v[o]’ instead of ‘c[o]v[a]’. On the other hand, a vowel that we would expect to be more open closes due to the influence of another: ‘c[u]nill’ instead of ‘c[o]nill’.

That the plenary sessions of the Manacor City Council are something else is a fact demonstrable with the videos that the council itself uploads each month to its Youtube channel. It is clear that like any good ‘show’, the plenary session has politically boring and administrative procedural moments; but it has others, especially when it comes to the turn of requests and questions, where the emotion skyrockets (and often goes crazy).

In discussing linguistic landscape, we refer to the language –or languages– present on street signs, shop windows, restaurant menus displayed outside, or ephemeral signage, such as announcements of cultural events or papers stuck on street furniture offering domestic services. The study of the linguistic landscape was inaugurated in 1997 with the English article by Landry and Bourhis, which in Catalan would be Linguistic Landscape and Ethnolinguistic Vitality: An Empirical Study. These authors use the term to analyze the visibility and relevance of languages in shops and advertisements, based on the observation of written linguistic uses in the public space of Quebec. Their fundamental contribution was to consider geographical space as another domain of linguistic use, that is, as a platform for the sociolinguistic study of languages. Subsequently, the study of the physical landscape was joined by the sound linguistic landscape, which expands the concept to encompass everything that is heard in urban centers. Who among us has not stopped to listen, walking through the streets of Palma or our town, to notice which languages are spoken there? Sometimes, you smile inwardly with joy when you hear young people speaking good Catalan on Sant Miquel street.

The content creator Co.torrita (Constança Serra) started posting on social media after returning to Mallorca, having lived abroad for two decades.

Manacor hosts this weekend, April 11 and 12, a new edition of Acampallengua, the youth gathering in Catalan that combines music, popular culture, and linguistic advocacy. Parc de na Molla will be the center of a program with more than 30 activities, camping, and concerts until dawn.

Catalan has not disappeared from the lives of young people in the Balearic Islands. It is heard in classrooms, in conversations between friends, and in many homes and environments. But it no longer always comes out on its own. Increasingly, speaking it is a choice – and it is here where its immediate future is being played out. The success of initiatives like Acampallengua and the youth presence at language rallies show that the muscle remains active and capable of mobilization. It is not just a symbolic issue: these are spaces where the language is practiced, reinforced, and projected into the future. This year, the first edition of Correllengua Agermanat will test this commitment.

Two large banners hang from the upper balcony of Manacor City Hall. They announce the Acampallengua, which will take place this Saturday, April 11th, and Sunday, April 12th, throughout the city. A weekend that is fun, cultural, but above all, a demand for a fully normalized life in Catalan. It is expected that if last year in Felanitx the number of participants was around 4,500 people, "this year the figure will be similar or slightly higher."

Two large banners hang from the upper balcony of Manacor City Hall. They announce the Acampallengua, which will take place this Saturday, April 11th, and Sunday, April 12th, throughout the city. A weekend that is fun, cultural, but above all, a demand for a fully normalized life in Catalan. It is expected that if last year in Felanitx the number of participants was around 4,500 people, "this year the figure will be similar or slightly higher".

With the arrival of Holy Week, in many homes on the Islands, a well-known scene has been repeated. The kitchen has become the center of everything, with accumulated trays and baked empanadas that have been succeeding each other to the point that, often, production has ended up exceeding any initial forecast. Amidst this rhythm, it may be that a moment has arrived when someone, half jokingly, half seriously, has posed this question: “For whom are all these empanadas?”. Orally, the phrase generates no doubt. No one gets stuck or sees any problem. But when it has to be written, even in a WhatsApp, perhaps we do hesitate a little: ‘por quién’ or ‘para quién’?

In 1956, the Osborne Group, a company dedicated to wines and spirits, placed a billboard in the shape of a bull on the Madrid-Burgos highway. That silhouette, fourteen meters high, had been designed to advertise Veterano brandy. Two years later, the bull expanded to the different roads of the State. The popularity of this animal was so great that, today, it is still a national symbol. For three generations, the idea that the bull is the animal that best represents Spain has been installed in the Spanish collective consciousness. This animal has transcended Spanish culture and symbolism so much that, even in 2017, the Supreme Court had to clarify that the bull is not an official symbol of the State. Even so, very often we still see bovine stickers on cars. In this article, we will see that this animal is much more than a brandy brand or a Spanish nationalist icon. The bull is a living animal in our language, toponymy, and popular parlance. So much so that we could say that the bull also has a Catalan root.

Thirteen more island clubs have joined the Correllengua Agermanat 2026, expanding the support of the sports world to this initiative in defense and promotion of the Catalan language. With these new adhesions, there are now almost thirty sports entities from the Balearic Islands that have joined the project.

The media play a primary social role and, moreover, hold high democratic value because they contribute to the formation of public opinion. Based on this premise, out of a sense of responsibility and moved by feelings of esteem, respect, and service to the land and citizens of Mallorca, a group of contributors from the three print dailies published on the island (ARA Balears, ‘Diario de Mallorca’ and ‘Última Hora’) have come together to publish this article. The aim is to call upon all political parties, the bodies with the power to modify the current state of affairs – particularly, self-governing institutions and town councils –, as well as, in general, all economic and social powers, capable of conditioning and influencing decision-making, for a radical, progressive, and measured, yet firm, change in the current economic model.

That Catalan is declining socially and in the classroom is evident. the ARA Baleares has confirmed on numerous occasionsIn this context, where for many students school is the only place where they have contact with their native language, the work done is fundamental to ensuring their knowledge. However, not all professionals understand this, and some opt to conduct sessions in Spanish to avoid problems, or suddenly switch languages. Although these are not the majority attitudes, they are certainly on the rise., According to the testimony of teachers who have contacted this media outlet in recent months.

A teacher at the Guillem Sagrera Secondary School in Palma has sparked controversy after preventing students from submitting assignments in Catalan and urging them to do so in Spanish. The school's language policy explicitly states: "Catalan, as established by current legislation, is the language of instruction and learning at the school and will be used in all organized activities. Consequently, it will be the instrument of teaching and learning and of regular communication in all internal and external areas of the school, and especially in activities with students." However, the document does not specify in which language any subject should be taught and merely states that at the beginning of the school year each teacher will be asked which language they will use and that everything will then be managed to ensure compliance with current regulations.

The educational language model is undergoing a period of accelerated transformation, marked by the set of measures promoted by the Government And specifically, by the Department of Education under Antoni Vera. All of these initiatives have reopened the debate on the role of Catalan in education. From the implementation of the Linguistic Segregation Plan to the relaxation of the Catalan language requirement for teachers, and including the amendment to the Education Law (LEIB) to recognize Spanish as a language of instruction, the Executive's initiatives have generated strong controversy within the educational community. Although the Government maintains that these decisions reflect a desire to guarantee a balance between the two official languages, unions, teachers, and other organizations warn that they could accelerate the decline of Catalan within the education system.

Among the most frequent verbs in the Catalan language is, without a doubt, 'hacer' and ''Give'. Both have full and clear uses, such as 'to do a job' (in which the verb 'to do' means "to carry out") or 'to give a book' (in which the verb 'to give' has the full meaning of "to transfer to another"), but they also participate in many expressions where the main meaning lies in the accompanying noun. When we say, for example, that we want to 'ask someone a question', the core of the action is 'question'. The same occurs in ''to pay a visit,' 'to do work,' or 'to do an analysis.' The verb 'to do' provides the verbal structure of the sentence (it marks the tense, person, and agreement), but the main semantic content (that is, the meaning) is provided by the noun.

The recent agreement between the PP and Vox, which will allow teachers applying for hard-to-fill positions to not have to prove their knowledge of Catalan, has sparked a wave of criticism from unions and educational groupsThe measure, presented as a solution to fill vacancies in understaffed areas, has been interpreted by its critics as a setback in linguistic normalization and an attack on the historical linguistic rights of the Balearic Islands. After months of uncertainty, the Educational Network for the Language will meet again on Monday. This Friday, the PSIB (Socialist Party of the Balearic Islands) convened a meeting of the educational community to analyze the impact of the measures that diminish the role of Catalan. Representatives from teachers' unions (STEI, SIAU, Alternativa, UOB, and UGT), the Young People of Mallorca for the Language group, and the OCB (Balearic Islands Citizens' Organization) attended, and the meeting had the support of primary school principals and families. All of them expressed their strong opposition to the measure.

The introductory Catalan courses for newcomers, organized by the Balearic Institute of Studies (IEB), have exceeded expectations with 98 registered participants and 50 on the waiting list. This was announced on Friday by the Director General of Culture, Llorenç Perelló, at a press conference, where he explained that the four courses offered, with 25 places each, have surpassed attendance expectations compared to previous years. Perelló indicated that this model of Catalan courses, which began in September 2015, was initially aimed at families, but this year has been opened to a wider audience. This new course, which began on March 9th and will run until June, is being held at the Casal de Asociaciones de Inmigrantes y ONGD (Community Center for Immigrant Associations and NGOs) and has a predominantly foreign student body, according to the director. The courses last 40 hours and are designed to provide students with basic Catalan language training. Sources at the IEB (Institute of Catalan Studies) also indicate that the intention is for these courses, which are currently offered on an ad hoc basis, to become a "regular and structural" offering.