Language Education and Institutional Change in a Madrid Multilingual School

Autor/inn/en	Pérez-Milans, Miguel; Patiño-Santos, Adriana
Titel	Language Education and Institutional Change in a Madrid Multilingual School
Quelle	In: International Journal of Multilingualism, 11 (2014) 4, S.449-470 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2014.944532
Schlagwörter	Foreign Countries; Language of Instruction; Discourse Analysis; Migrant Workers; Educational Policy; Bilingual Education Programs; Working Class; Interviews; Classroom Communication; Secondary School Students; Ethnography; Educational Change; Educational History; Policy Formation; Spanish; Second Language Instruction; Social Mobility; Spain (Madrid) + Suchen Sie Ihr Suchwort? Ausland; Teaching language; Unterrichtssprache; Diskursanalyse; Wanderarbeiter; Politics of education; Bildungspolitik; Arbeiterklasse; Interviewing; Interviewtechnik; Klassengespräch; Sekundarschüler; Ethnografie; Bildungsreform; History of education; Bildungsgeschichte; Politische Betätigung; Spanisch; Fremdsprachenunterricht; Soziale Mobilität
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10