Some members of the Popular Party (PP) such as Calomarde has recognized in public that they had a plan to accomplished during the elections with a determined plan for Culture (1) that not only has not been accomplished (2) but also has been frozen. The PP was elected to change things around, to practice a different cultural and educational politics.

         The PP criticizes the rest of the political parties for using the language as an electoral tool in order to reflect the image of the " saver" of the language. Tarancón (3) states that the PSOE has imposed the books used in schools which distortion the reality of the Valencian identity and the position taken by PP is not to impose the Valencian language (4); and I wonder: a) why is the PP following a continuous politics? b) Isn't these words contradictories when the PP tries to create the AVL after criticizing the members of the CVC specially when there is an imposed pact between the PP-PSOE and not a concensus?

         Also, Tarancón states that the society loses when the positions are dogmatic (5); isn't incoherent that he still believes in people that has a dogmatic position?

         The PP and Eduardo Zaplana accused in public that the promoters of the non-law proposition of the Parliament of the State of May 20th, 1997 and they voted against the Valencian as a Catalan denomination. This was also the statement of the Valencian Government (6), but at the same time they were secretly negotiating with Pujol the proposition of creation of the law of the AVL which was approved on September 2nd 1998 affirming that the Valencian language could be called Catalan.

         In PP's official agreement to the popular manifesto on June 13th states: " the success of the public manifesto is attributed to the Valencian society that has agreed to demonstrate in public the defense of our identity and language, allowing as a political party that the Valencian society could be the only protagonist…the auto esteem of the Valencians is guaranteed whit political parties such as the PP" (7), at the same time, the PP was negotiating with the IEC how to impose politically the law to guaranty the "unity of the language"

         It is also odd that the PP sent some of its members (Gil Lázaro, Pedro Agramunt, José Ramón García Fuster, Serafín Castellano, José Cholvi, Fernando Castelló, Martín Quirós, incluso a la misma hija de Eduardo Zaplana...) to the public manifesto supporting " Norms of the RACV" and the RACV as the normalization entity (8) while UV proposed as official norms in the Valencian Council and the PP (Agramunt and Rita Barberá) voted against it (9), proposing, some months after, the creation of new laws against the manifesto of June 13th. What a joke!

         In the communication media and public opinion, the PP has taking advantages of well-known public figures from the PP such us Manuel Broseta, Vicent Giner Boira, Juan Ferrando Badia, Miss Consuelo Reyna, etc. to make people believe that the PP practices a linguistic patriotism that has never been true, meanwhile, when managing the Public Administration and autonomic media, PP has practiced a continuous linguistic politics as the PSOE also did when mandatory to use the local language and Castilian when possible.

         The most paradigmatic example is when LP published the dictionary of the RACV, Joaquín Calomarde declared his disagreement to the Norms of 32 and in favor of the RACV saying that "It is a rigorous and detailed work with great utility" (10). He also said about the government of Juan Lerma as "catalanist" (11). And just one year later as member of the CVC, he participated in the writing of the ambiguous bill of the CVC in which the Norms of the 32 are "the basic reference and starting point".

         The PP is responsible for the disproportional, 3 to 21, members in favor to the catalanist thesis in the composition of the CVC. This does not reflect the social Valencian reality and it violates the general public opinion.

1. In Las Provincias, 1/20/1997." It is been a while and now we have a government in the Generalitat Valenciana that is different from the Socialist although things have not changed substantially. From my experience: I have been a high school teacher for many years. The books that can be found in our schools and the Valencian seminars have been published in Barcelona by Catalan editorials or in other cases by Valencian editorials following the Catalan linguistics. These editorials are been financed by the public taxes obtained thought the Council of Education and Culture of the Valencian Government). Many of the professors that wish they had studying materials different from these cannot count on them due to the lack of equal conditions. A good example is the dictionary from the RACV.
Imagine the political gesture, educational and cultural promise that would allow this dictionary of the RACV (which is a great work) to arrive regularly to the public and private schools. The monopoly on Catalanist editorials could be broken up and there would be freedom for the professional teachers to choose the teaching linguistic material for the Valencian subjects. It is only an administrative matter for the Council of Education to promote a gesture of political liberalism and cultural respect.

2. J. Calomarde, "What it could be done". Las Povincias, 8/8/1997.

3. Las Provincias, 25/5/1999.

4. Las Provincias, 28/5/1999.

5. Las Provincias, 23/1/1999.

6. Las Provincias, 30/4/1997.

7. From "The keys of the language pact"

8. As said in the closing speech in the Plaça America of the City of Valencia, on June 13th 1997.

9. Levante, 10/11/1991.

10. Las Provincias, article of personal opinion, 3/1/1997.

11. Las Provincias, 3/1/1997. Article of personal opinion: The dictionary of the Academy. Calomarde affirms that:"...what PSPV-PSOE did was to follow with no exception the normative imposed by the Institute of Catalan Studies. That normative was used for our universities and schools to choose the text books in order to teach Valencian language and also to teach about Valencian culture...it has been impossible to officially recognize an alternative way to teach the language and culture.