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Language education and institutional change in a Madrid multilingual school

Language education and institutional change in a Madrid multilingual school
Language education and institutional change in a Madrid multilingual school
This article examines the institutional transformations of language-in-education programmes in Madrid, linked to wider socio-economic processes of change. Drawing on a research team's ethnographic revisit, we explore how wider processes are impacting everyday discursive practices in the Bridging Class (BC) programme, first implemented in 2003 to teach Spanish to the children of migrant workers in state schools. We focus on the coexistence of this programme with the recently implemented Bilingual Schools Programme, aimed to equip students from working-class areas to compete in global markets. Based on the analysis of interviews and classroom interactions with BC students at one secondary school, in connection with the wider socio-historical processes underlying language-in-education policies, this study reveals a process of discrediting of the BC that contributed to a local hierarchisation of programmes (and its participants). Further implications are discussed regarding how individuals collaborated with each other under these institutional conditions.
1479-0718
449-470
Pérez-Milans, Miguel
541b7e83-6840-471a-9308-f57329c3885f
Patino-Santos, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7
Pérez-Milans, Miguel
541b7e83-6840-471a-9308-f57329c3885f
Patino-Santos, Adriana
6a3c90b1-c110-4c9e-8991-afb409e76ef7

Pérez-Milans, Miguel and Patino-Santos, Adriana (2014) Language education and institutional change in a Madrid multilingual school. International Journal of Multilingualism, 11 (4), 449-470. (doi:10.1080/14790718.2014.944532).

Record type: Article

Abstract

This article examines the institutional transformations of language-in-education programmes in Madrid, linked to wider socio-economic processes of change. Drawing on a research team's ethnographic revisit, we explore how wider processes are impacting everyday discursive practices in the Bridging Class (BC) programme, first implemented in 2003 to teach Spanish to the children of migrant workers in state schools. We focus on the coexistence of this programme with the recently implemented Bilingual Schools Programme, aimed to equip students from working-class areas to compete in global markets. Based on the analysis of interviews and classroom interactions with BC students at one secondary school, in connection with the wider socio-historical processes underlying language-in-education policies, this study reveals a process of discrediting of the BC that contributed to a local hierarchisation of programmes (and its participants). Further implications are discussed regarding how individuals collaborated with each other under these institutional conditions.

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Accepted/In Press date: 20 May 2014
e-pub ahead of print date: 14 August 2014
Organisations: Modern Languages and Linguistics

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Local EPrints ID: 363586
URI: http://eprints.soton.ac.uk/id/eprint/363586
ISSN: 1479-0718
PURE UUID: fba01e4c-372c-4b55-812a-b81721ca37d2

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Date deposited: 27 Mar 2014 12:37
Last modified: 04 Nov 2019 20:28

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