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Article: Language Education and Institutional Change in a Madrid Multilingual School

TitleLanguage Education and Institutional Change in a Madrid Multilingual School
Authors
Issue Date2014
PublisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/rmjm20
Citation
The International Journal of Multilingualism, 2014, v. 11 n. 4, p. 449-470 How to Cite?
AbstractThis 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.
Persistent Identifierhttp://hdl.handle.net/10722/184779
ISSN
2015 SCImago Journal Rankings: 0.527

 

DC FieldValueLanguage
dc.contributor.authorPerez Milans, Men_US
dc.contributor.authorPatiño Santos, Aen_US
dc.date.accessioned2013-07-15T10:08:15Z-
dc.date.available2013-07-15T10:08:15Z-
dc.date.issued2014en_US
dc.identifier.citationThe International Journal of Multilingualism, 2014, v. 11 n. 4, p. 449-470en_US
dc.identifier.issn1479-0718-
dc.identifier.urihttp://hdl.handle.net/10722/184779-
dc.description.abstractThis 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.-
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/rmjm20en_US
dc.relation.ispartofThe International Journal of Multilingualismen_US
dc.titleLanguage Education and Institutional Change in a Madrid Multilingual Schoolen_US
dc.typeArticleen_US
dc.identifier.emailPerez Milans, M: mpmilans@hku.hken_US
dc.identifier.authorityPerez Milans, M=rp01652en_US
dc.identifier.doi10.1080/14790718.2014.944532-
dc.identifier.scopuseid_2-s2.0-84907458578-
dc.identifier.hkuros216468en_US
dc.identifier.volume11en_US
dc.identifier.issue4en_US
dc.identifier.spage449-
dc.identifier.epage470-
dc.publisher.placeUnited Kingdom-

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