ABSTRACT

The management of bilingualism in the Spanish autonomous community of Navarre is a source of tension. The implementation of English medium of instruction in the public educational system has clashed with attempts to break with the linguistic territoriality regime by promoting Basque schooling. This paper brings together ideologies on English and minority languages and explores how political practice is intertwined with language policy and planning and language ideology. More specifically, it examines the institutionalization of language ideologies through language policy-making in education and, particularly, through medium of instruction. The paper begins with a description of the bilingual regime in Navarre and an examination of how ideologies have shaped and legitimized language policy in education. It then moves on to an analysis of both Basque and English medium of instruction ideologies that inform policy-making. This paper shows that the dynamics introduced by multilingualism in education have had a reinforcing effect on previous language ideologies on bilingualism and, ultimately, have aggravated the language dispute. Finally, it discusses how medium of instruction serves as a terrain for language competition and as part of a broader struggle for language policy and institutional power.

摘要

西班牙纳瓦拉自治社区的双语管理是造成紧张局势的根源。在公共教育系统中英语教学手段的实施与通过促进巴斯克教育打破语言领土制度的尝试冲突。本文将有关英语和少数民族语言的意识形态整合在一起，并探讨政治实践如何与语言政策和计划以及语言意识形态交织在一起。更具体地说，它通过教育中的语言政策制定，特别是通过教学媒介，研究了语言意识形态的制度化。本文首先描述了纳瓦拉的双语制度，并考察了意识形态如何塑造和合法化教育中的语言政策。然后，它进行了对巴斯克语和英语教学意识形态的分析，这些思想为决策提供了信息。本文表明，多种语言在教育中引入的动力对以前的双语意识形态的语言意识形态产生了增强作用，并最终加剧了语言争议。最后，它讨论了教学语言如何充当语言竞争的领域，以及如何成为语言政策和机构权力的更广泛斗争的一部分。