This study explores high-school teachers’ discourse on heritage language use regarding their students of immigrant background in Catalonia, Spain, where both Catalan and Spanish are official languages. For this purpose, 10 high-school teachers from 5 schools with a high ratio of foreign students were interviewed. These interviews were analysed using membership categorization analysis. The results show that the perceived appropriateness of heritage language use depends on whether the students are integrated enough in the eyes of locals. Additionally, heritage language use in public is judged from the perspective of a Catalan listener and is deemed disrespectful. This is particularly salient in students of Moroccan background, where language maintenance is associated with overly strict adherence to Islam. The need for training teachers on how to properly address the linguistic and cultural diversity of their classrooms is discussed.

本研究探讨了西班牙加泰罗尼亚（加泰罗尼亚语和西班牙语均为官方语言）的高中教师对具有移民背景的学生使用传统语言的论述。为此，我们采访了来自外国学生比例较高的5所学校的10名高中教师。使用会员分类分析对这些访谈进行了分析。结果表明，传统语言使用的感知适当性取决于学生在当地人眼中是否足够融入。此外，在公共场合使用传统语言是从加泰罗尼亚听众的角度来判断的，被认为是不尊重的。这对于摩洛哥背景的学生来说尤其突出，因为他们的语言维持与过于严格地遵守伊斯兰教有关。