Language and Language learning in Catalan Schools: from the bilingual to the multilingual challenge

ESCOBAR, CRISTINA; UNAMUNO, VIRGINIA

Hélot Christine & Anne-Marie de Mejía (eds) (2008): Forging Multilingual Spaces: Integrating Majority and Minority Bilingual Education,

Multilingual Matters

Lugar: London. ; Año: 2008; p. 228 - 255

The challenge of harmonizing local policies with those policies that affect populations at a global scale is one of the most interesting aspects that the Globalization Era has brought about.  It implies the attempt to overcome the apparent contradiction between the need to re-assert local identities and to develop emerging transcultural identities. Catalonia is an interesting case in this respect as it confronts tensions due to its political determination to preserve its particular idiosyncrasy, whilst it takes an active part in the symbolic and economic construction of Europe, which includes its role as a region which is recipient of immigrated population. In the field of languages and language teaching, this involves the coexistence of linguistic policies aiming at ¾at least apparently¾ opposed targets.  Indeed, promoting a vernacular language and adopting global policies which favour the free circulation of workers and goods across Europe are two objectives which may seem hard to reconcile.  This paper aims at providing analysing, though the official discourse of the educational authorities and through the specific practises implemented in Catalan schools, how the Catalan society  attempts to resolve the tensions caused by the friction between local, regional and global language policies at the beginning of the 21st century.