Linguistic reception of Latin American students in Catalonia and their responses to educational language policies

Abstract

This study explores the connections between language policy implementation in three Barcelona-area secondary schools and the language attitudes and behaviors of Spanish-speaking Latin American newcomers. Data were collected through interviews and ethnographic participant observation document indexes of different forms of language socialization processes and highlight the role of teachers and of ‘Reception Classes’ (RCs) in which students receive Catalan language support. Different RC models and placements of the RC in the school have effects on those processes and the students' attitudes toward Catalan and schooling. Deficient models result from lack of institutional support and unfavorable conditions of the RC in the school. Positive models result from individual teacher initiative and commitment to move beyond basic language teaching and include broader social and academic objectives for newcomers. We conclude that language policy meeting goals requires consistent commitment at all levels from policy-makers to individual teachers.