Language-in-Education Policies, Immigration and Social Cohesion in Catalonia: The Case of Vic

Autor/in	Edwards, Catrin Wyn
Titel	Language-in-Education Policies, Immigration and Social Cohesion in Catalonia: The Case of Vic
Quelle	In: International Journal of Bilingual Education and Bilingualism, 19 (2016) 5, S.530-545 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1023253
Schlagwörter	Language of Instruction; Educational Policy; Romance Languages; Spanish; Semi Structured Interviews; Social Integration; Public Policy; School Districts; Immigrants; Parent Role; Language Minorities; Language Maintenance; Community Role; Family Role; Foreign Countries; Pilot Projects; Discourse Analysis; Educational History; Second Language Learning; Spain + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Romanische Sprache; Spanisch; Soziale Integration; Öffentliche Ordnung; School district; Schulbezirk; Immigrant; Immigrantin; Immigranten; Parental role; Elternrolle; Sprachminderheit; Sprachpflege; Ausland; Pilot project; Modellversuch; Pilotprojekt; Diskursanalyse; History of education; Bildungsgeschichte; Zweitsprachenerwerb; Spanien
Abstract	This paper analyses the language-in-education policies implemented to integrate international immigrants into the Catalan language community in Vic, Catalonia. It focuses on the Catalan Government's "Languages and Social Cohesion Plan" (LIC) plan, Vic city council's local education plans, which were adopted as part of LIC plan, and the EBE centre, a Catalan Government initiative that was opened in Vic as an educational welcome space for newly arrived immigrant families. Drawing upon empirical data gathered from semi-structured interviews and substantiated with analysis of policy documents, this paper advances three main claims. First, that immigrant families and community members in Vic have played a vital role in reinforcing the city's language-in-education policies. Second, that immigrant parents can contribute to their children's linguistic integration, even when they are not fluent in the minority language. Third, that the wider discourse of social cohesion in Catalonia has facilitated this greater participation amongst the immigrant family and community members. Together, these three claims present a counterargument to the growing belief in the literature on minority language revival and revitalisation that the family and the community no longer play a significant role in minority language maintenance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01