The saying that political action should align with the country’s condition captures a long view: when the moment for political move arrives, it is time to shape the right conditions for it to take root. This is the idea behind a political project that leaves a durable imprint on the present and future of Catalonia. Without this long view of building institutions and culture, subsequent moves risk feeling out of touch or improvised, lacking the conscious and organized cultural stake that extends beyond language to a shared identity, even when historical circumstances appear fair.
Language policy in the country remains one of the most contentious and divergent fault lines between ideological positions, and it has become a hallmark for many left-leaning groups, notably Compromís. Some parties, like the People’s Party, approach language policy differently, treating it as a matter of supply and demand and allowing minority languages to wane if not actively supported. A close look at electoral programs and the rhetoric used to address this issue makes clear how the future of language policy can become a polarizing double-edged sword. Legitimate motives may exist, yet the consequences can be unforeseen and far-reaching.
The Valencian experience differs from the Catalan reality in important ways, and the paths taken cannot be treated as interchangeable. Attempting to apply a uniform language policy across the community, centering access and promotion within the Public Function, can be seen as flawed if it ignores context, fails to build on the prior step of “fer país” and ends up feeling improvised and detached. The question goes beyond whether knowledge of both official languages should be a requirement or a merit in civil service selection. It concerns how language policy is enacted: whether it promotes inclusion or punishes absence, effectively certifying competence rather than using language as a living practice. The Decree governing multilingualism in the Valencian education system offers an inclusive and progressive framework that respects the social and cultural context of the Valencia region. Yet past years have shown uneven results, such as freezes on intermediate education posts for not meeting Valencian accreditation, despite fulfilling place-and-time requirements and meeting ministerial needs. Such measures do not reflect a smart or effective path toward a unified national project. The recent emphasis in the civil service entry exams on Valencian knowledge—while the core qualification may be a doctoral-level specialty—leaves the question of genuine capability in the foreground, prompting concerns about what the policy aims to achieve for the broader sense of an individual country.
The language question cannot be separated from the cultural question. Culture remains a missing piece in political debate and in electoral platforms. In many European education systems, local and regional cultures are integrated into school curricula, allowing students to learn, inherit, and express themselves without nationalist phobias or stereotypes. This approach fosters a sense of shared identity, pride in cultural expression, and a democratic, inclusive mindset, free from ideological overlays. It is not about suppressing diversity but about enabling a culture that can be felt, discussed, and updated within a modern society that values inclusion and critical thinking.
One cannot simply impose a norm that would squeeze people into a single path for working in the Civil Service. A country cannot be built on policy alone; it requires a living, everyday practice of language and culture that resonates across communities. It is a matter of balancing practical administration with a broader sense of belonging. The goal is not to gatekeep or to appease a particular faction but to nurture a coherent cultural and linguistic ecosystem that supports fair opportunity and collective progress.
When language policy and cultural strategy work in concert, a region can cultivate a shared sense of purpose that goes beyond procedure. It becomes possible to imagine a future where language is not merely a credential or a mandate, but a vibrant component of daily life, education, and public service. In such a scenario, the aim is to strengthen the social fabric by recognizing linguistic diversity while encouraging inclusive participation at all levels of society, from schools to government offices to cultural institutions.
Ultimately, the question is not only what language should be taught or used, but how communities experience and value their own culture. The path forward lies in policies that respect local realities, promote inclusive access, and foster a sense of shared purpose. This requires thoughtful design, continuous evaluation, and a willingness to adapt as the social landscape evolves. In this way, language and culture become not divisive pressure points, but integral elements of a resilient and thriving civic life.