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.

摘要

欧洲课堂多语言是常态，而不是例外，虽然语言多样性的管理越来越成为语言政策辩论的前沿，但对学校多语言现实的政策参与仍然不足，以及当今教育的语言习惯系统仍然主要是单语 [Piller, I. (2016)。语言多样性和社会正义：应用社会语言学导论。牛津大学出版社。]。本文借鉴了西班牙加利西亚小渔村 Burela 的佛得角移民案例研究，特别强调了与少数民族语言环境中的语言教育和移民相关的挑战。这篇文章介绍了去资本化概念的扩展 [Martín Rojo, L. (2010)构建多语言课堂中的不平等，De Gruyter Mouton。] 作为分析加利西亚教育系统中的霸权意识形态如何导致社会分层和移民人口边缘化的框架。这篇文章特别关注教师为理解去资本化过程如何进行而展开的话语，以及为抵制这些过程而采取的基层举措。