Countering Decapitalisation: Examining Teachers' Discourses of Migration in Galicia

Autor/in	Bermingham, Nicola
Titel	Countering Decapitalisation: Examining Teachers' Discourses of Migration in Galicia
Quelle	In: Language, Culture and Curriculum, 34 (2021) 3, S.337-351 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bermingham, Nicola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2021.1874965
Schlagwörter	Multilingualism; Teacher Attitudes; Faculty Mobility; Language Planning; Case Studies; Immigrants; Barriers; Second Language Learning; Spanish; Discourse Analysis; Foreign Countries; Language Minorities; Bilingual Education; Romance Languages; Creoles; Portuguese; Language Attitudes; Native Language; Language of Instruction; Spain + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Lehrerverhalten; Sprachwechsel; Case study; Fallstudie; Case Study; Immigrant; Immigrantin; Immigranten; Zweitsprachenerwerb; Spanisch; Diskursanalyse; Ausland; Sprachminderheit; Bilingual teaching; Bilingualer Unterricht; Romanische Sprache; Kreole; Portugiesischunterricht; Sprachverhalten; Teaching language; Unterrichtssprache; Spanien
Abstract	Multilingualism in European classrooms is the norm, not exception, and while the management of linguistic diversity is increasingly at the fore of language policy debates, policy engagement with the multilingual realities of schools continues to be inadequate, and the linguistic habitus of present-day education systems remains largely monolingual [Piller, I. (2016). "Linguistic Diversity and Social Justice: An Introduction to Applied Sociolinguistics." Oxford University Press.]. This article draws on a case study of Cape Verdean immigrants in the small fishing town of Burela in Galicia, Spain, to highlight the challenges associated with language education and immigration in a minority language setting specifically. The article presents an expansion of the concept of decapitalisation [Martín Rojo, L. (2010) "Constructing Inequality in Multilingual Classrooms," De Gruyter Mouton.] as a framework for analysing how hegemonic ideologies in the Galician education system can contribute to social stratification and the marginalisation of the immigrant population. The article focuses specifically on discourses deployed by teachers to understand how processes of decapitalisation play out, and the grassroots initiatives taken to resist them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01