Linguistic reception in Catalonia: Challenges and contradictions

CORONA, VICTOR; MOORE, EMILEE; UNAMUNO, VIRGINIA

Jürgen Erfurt (ed.). Sprache, Mehrsprachigkeit und sozialer Wandel.

Peter Lang

Lugar: Hamburg; Año: 2008; p. 122 - 146

In this chapter, we present findings from an ethnographic research in a secondary school in Barcelona, focussing on programs of linguistic reception for students of immigrant origin. In particular, we analyse data from a student focus group and relate these to classroom materials and official documents which regulate such reception practices at this school. Our research suggests that in order to understand the impact of such programs, we need to contrast ways of categorising languages and society in the focus groups with those represented in official documents, as they construct relationships of social belonging or membership in different ways. particular, we analyse data from a student focus group and relate these to classroom materials and official documents which regulate such reception practices at this school. Our research suggests that in order to understand the impact of such programs, we need to contrast ways of categorising languages and society in the focus groups with those represented in official documents, as they construct relationships of social belonging or membership in different ways. particular, we analyse data from a student focus group and relate these to classroom materials and official documents which regulate such reception practices at this school. Our research suggests that in order to understand the impact of such programs, we need to contrast ways of categorising languages and society in the focus groups with those represented in official documents, as they construct relationships of social belonging or membership in different ways. particular, we analyse data from a student focus group and relate these to classroom materials and official documents which regulate such reception practices at this school. Our research suggests that in order to understand the impact of such programs, we need to contrast ways of categorising languages and society in the focus groups with those represented in official documents, as they construct relationships of social belonging or membership in different ways. particular, we analyse data from a student focus group and relate these to classroom materials and official documents which regulate such reception practices at this school. Our research suggests that in order to understand the impact of such programs, we need to contrast ways of categorising languages and society in the focus groups with those represented in official documents, as they construct relationships of social belonging or membership in different ways. particular, we analyse data from a student focus group and relate these to classroom materials and official documents which regulate such reception practices at this school. Our research suggests that in order to understand the impact of such programs, we need to contrast ways of categorising languages and society in the focus groups with those represented in official documents, as they construct relationships of social belonging or membership in different ways.