Abstract This paper aims to investigate the politics of plurilingualism in education and, more concretely, the various interests at play behind the introduction of innovations by education authorities in Catalonia, Spain. To do this, the paper critically examines the linguistic model of language in education and the public debate that its introduction generated, focusing on three themes: immersion, translanguaging, and school autonomy. The model, which acknowledges cultural diversity and values plurilingualism, would appear to embrace developments in the field of multi/plurilingual research, although there have been disparate interpretations of the policy. But this case also represents the “politics of innovation”, that is, the invocation of international educational trends for political purposes. The paper (a) argues that sociolinguistic scholars should seriously scrutinise how research may become a sociopolitical tool external to sociolinguistics, and (b) claims that sociolinguists should be more attentive to how we lend our own professional concepts to political agendas.

中文翻译：

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多语言政治：加泰罗尼亚的沉浸式、跨语言和学校自治

摘要 本文旨在研究教育中多语制的政治，更具体地说，研究西班牙加泰罗尼亚教育当局引入创新背后的各种利益。为此，本文批判性地研究了教育中语​​言的语言模型及其介绍所引起的公众辩论，重点关注三个主题：沉浸式、跨语言和学校自主。尽管对该政策有不同的解释，但承认文化多样性和重视多语制的模型似乎包含了多语/多语研究领域的发展。但本案也代表了“创新政治”，即为政治目的而援引国际教育趋势。