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Beyond language: class, social categorisation and academic achievement in a Catalan high school

Beyond language: class, social categorisation and academic achievement in a Catalan high school
Beyond language: class, social categorisation and academic achievement in a Catalan high school
This paper examines the sociolinguistic situation of a multilingual secondary school in the Barcelona metropolitan area and examines the language practices of both students and educators. Following a critical sociolinguistic ethnography perspective, it understands practices as constructing the socio-institutional order of the school, and language as constitutive of social processes. The analysis of the data shows that the students, the majority of which are of migrant background, systematically fail to employ Catalan, the language of schooling, and that the teachers refuse to enforce official linguistic norms. Rather than considering it exclusively a language issue, we claim that language is an index of a process of constructing the school as “different” and the school body as non-academic. In the analysis of discourses and practices, social class emerges as one of the grounding motivations for such “difference”, which leads to low academic demands, a life skills educational perspective, and lack of competence in Catalan, with serious consequences for students’ social access
0898-5898
51-63
Codó, Eva
f5c59ab5-c59b-4813-9c2c-c91b106fa982
Patino-Santos, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7
Codó, Eva
f5c59ab5-c59b-4813-9c2c-c91b106fa982
Patino-Santos, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7

Codó, Eva and Patino-Santos, Adriana (2014) Beyond language: class, social categorisation and academic achievement in a Catalan high school. Linguistics and Education, 25, 51-63. (doi:10.1016/j.linged.2013.08.002).

Record type: Article

Abstract

This paper examines the sociolinguistic situation of a multilingual secondary school in the Barcelona metropolitan area and examines the language practices of both students and educators. Following a critical sociolinguistic ethnography perspective, it understands practices as constructing the socio-institutional order of the school, and language as constitutive of social processes. The analysis of the data shows that the students, the majority of which are of migrant background, systematically fail to employ Catalan, the language of schooling, and that the teachers refuse to enforce official linguistic norms. Rather than considering it exclusively a language issue, we claim that language is an index of a process of constructing the school as “different” and the school body as non-academic. In the analysis of discourses and practices, social class emerges as one of the grounding motivations for such “difference”, which leads to low academic demands, a life skills educational perspective, and lack of competence in Catalan, with serious consequences for students’ social access

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More information

e-pub ahead of print date: 21 September 2013
Published date: April 2014
Organisations: Modern Languages

Identifiers

Local EPrints ID: 363160
URI: http://eprints.soton.ac.uk/id/eprint/363160
ISSN: 0898-5898
PURE UUID: 3b9bf18f-4bb3-4092-b857-1d145b8ce07f

Catalogue record

Date deposited: 21 Mar 2014 09:34
Last modified: 01 Aug 2018 16:31

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