Andrea Sunyol

Aquest article explora el paper de la llengua en les tries educatives d’algunes famílies que pertanyen al que la literatura ha caracteritzat com les classes mitjanes globals establertes a Catalunya. Es fixa específicament en el rol de la llengua catalana en la tria de centre. L’anàlisi està basada en dades empíriques que formen part d’un estudi etnogràfic en múltiples contextos més ampli, que estudia el multilingüisme en els processos d’internacionalització de dues escoles d’elit a l’àrea de Barcelona. L’article examina les entrevistes semiestructurades amb quatre estudiants mòbils d’una escola internacional que imparteix el currículum britànic en un municipi proper a Barcelona i analitza l’elisió del català en les estratègies individuals d’acumulació de capital lingüístic. S’argument...

Nombroses institucions educatives elitistes han optat per la internacionalització per tal d’adaptar-se als canvis socials, econòmics i polítics de la modernitat tardana. La renovació del model educatiu sol associar-se a canvis en el currículum lingüístic i a les polítiques lingüístiques institucionals. Aquest article parteix d’una etnografia (socio)lingüística que examina com la llengua és al centre de la internacionalitat que es construeix en una escola privada de l’àrea metropolitana de Barcelona.L’anàlisi dels discursos i pràctiques generats a l’escola revela que la institució s’està construint com a internacional, però que al mateix temps necessita preservar la identificació nacional per mantenir el seu nínxol de mercat. Això crea tensions entre el trilinguïsme oficial, les ideologies d’...

A Catalunya el nombre d'escoles internacionals no ha parat de créixer des del 2008. La internacionalitat pot fer-se de maneres molt diverses a cada centre, però sovint internacionalitzar-se implica intensificar la presència de l'anglès i incloure currículums com els que ofereix l'Organització del Batxillerat Internacional (OBI). És per això que sovint s'imaginen aquestes escoles com centres que "ho fan tot en anglès". Aquest article adopta una perspectiva etnogràfica crítica per matisar aquesta idea, partint de l'estudi de les pràctiques i els discursos sobre el multilingüisme i la llengua catalana que circulen en la comunitat educativa de Forum International School, una escola fundada a finals dels anys vuitanta i que s'ha internacionalitzat recentment. Explora com es construeix la llengua catalana en aquests espais tan poc estudiats fins ara, quines ideologies lingüístiques informen el valor del català i com els desitjos de capitalització en les diverses llengües reflecteixen processos polítics, econòmics i socials més amplis. Paraules clau: llengua catalana; educació internacional; etnografia sociolingüística; ideologies lingüístiques.

catalaAquest article explora el paper de la llengua en les tries educatives d’algunes families que pertanyen al que la literatura ha caracteritzat com les classes mitjanes globals establertes a Catalunya. Es fixa especificament en el rol de la llengua catalana en la tria de centre. L’analisi esta basada en dades empiriques que formen part d’un estudi etnografic en multiples contextos mes ampli, que estudia el multilinguisme en els processos d’internacionalitzacio de dues escoles d’elit a l’area de Barcelona. L’article examina les entrevistes semiestructurades amb quatre estudiants mobils d’una escola internacional que imparteix el curriculum britanic en un municipi proper a Barcelona i analitza l’elisio del catala en les estrategies individuals d’acumulacio de capital linguistic. S’argumenta que una visio instrumentalista de les llengues, informada per ideologies d’autenticitat i anonimat, jerarquitza les llengues apreses i parlades. Les decisions respecte a l’aprenentatge de llengu...

Neoliberalised capitalism, defined by flux and insecurity, engenders fear and anxiety. These affective dispositions discipline responsible citizens towards constant self-managing for capital appreciation. This chapter aims to understand the contours of neoliberal governmentality through the situated examination of the International Baccalaureate Diploma Programme (IBDP), a 50-year-old diploma organised by a Swiss non-profit and implemented in schools all over the world. We draw on data obtained from a one-year ethnographic engagement with the IBDP offered by a private “international’ school located in Barcelona (Spain), as part of its attempt to gain distinctive advantage in the local marketplace and attract transnational families. The analysis centers on (1) the examination of the IB learner profile, a key discursive artefact encapsulating the programme’s neoliberal rationality; and (2) the disciplining techniques put in place to enforce student self-transformation. We argue that the original IB humanist-liberal philosophy of educating the whole person has enabled a neoliberal co-optation of the programme. IB-commodified selves are protoworkers anxious to outperform in all aspects, brilliant academically but also excellent self-carers and disciplined affective selves. We show how the IBDP is a clear example of the dispersed, destatised and elitising forms of social governance prevalent under the neoliberal regime.

Numerous elitist educational institutions are adapting to the social, economic and political demands of late modernity by undergoing processes of internationalisation. The renovation of the educational model is usually associated with a change in the linguistic curriculum and with institutional language policies. This article is based on a (socio)linguistic ethnography which examines how language is at the core of the internationality built at a school in the Greater Barcelona area. Correspondència: Andrea Sunyol. Universitat Autònoma de Barcelona. Facultat de Lletres. Departament de Filologia Anglesa i de Germanística. Edifici B B11/110. 08193 Bellaterra. A/e: andrea. sunyol@uab.cat. 1. Aquest treball és part de la investigació del projecte R+D APINGLO-CAT, finançat pel Ministeri Espanyol de Ciència i Innovació (FFI2014-54179-C2-1-P; IP Dra. Eva Codó). 001-374 TSC 27.indd 269 17/10/2017 16:47:23 270 TSC, 27 (2017) ANDREA SUNyOL The analysis of discourses and practices generated at ...

In Catalonia, the number of international schools has increased continuously since 2008. Internationalization can be undertaken in very different ways in each centre, but internationalization often involves intensifying the presence of English, and including curricula such as those offered by the International Baccalaureate Organization (IBO). As such these schools are often imagined as centres that "do everything in English". This article adopts a critical ethnographic perspective to nuance this idea, starting from the study of the practices and discourses on multilingualism and the Catalan language circulating in the educational community of the Forum International School, a school founded in the late 80s and which has recently become internationalised. This study explores how the Catalan language is constructed in these environments, which have not been greatly studied so far, what linguistic ideologies inform the value of Catalan, and how the desire to take advantage of various languages reflects broader political, economic, and social processes.

A Catalunya el nombre d'escoles internacionals no ha parat de créixer des del 2008. La internacionalitat pot fer-se de maneres molt diverses a cada centre, però sovint internacionalitzar-se implica intensificar la presència de l'anglès i incloure currículums com els que ofereix l'Organització del Batxillerat Internacional (OBI). És per això que sovint s'imaginen aquestes escoles com centres que "ho fan tot en anglès". Aquest article adopta una perspectiva etnogràfica crítica per matisar aquesta idea, partint de l'estudi de les pràctiques i els discursos sobre el multilingüisme i la llengua catalana que circulen en la comunitat educativa de Forum International School, una escola fundada a finals dels anys vuitanta i que s'ha internacionalitzat recentment. Explora com es construeix la llengua catalana en aquests espais tan poc estudiats fins ara, quines ideologies lingüístiques informen el valor del català i com els desitjos de capitalització en les diverses llengües reflecteixen processos polítics, econòmics i socials més amplis. Paraules clau: llengua catalana; educació internacional; etnografia sociolingüística; ideologies lingüístiques.

Resum
Aquest article explora el paper de la llengua en les tries educatives d'algunes famílies que per-tanyen al que la literatura ha caracteritzat com les classes mitjanes globals establertes a Catalu-nya. Es fixa específicament en el rol de la llengua catalana en la tria de centre. L'anàlisi està basada en dades empíriques que formen part d'un estudi etnogràfic en múltiples contextos més ampli, que estudia el multilingüisme en els processos d'internacionalització de dues es-coles d'elit a l'àrea de Barcelona. L'article examina les entrevistes semiestructurades amb qua-tre estudiants mòbils d'una escola internacional que imparteix el currículum britànic en un municipi proper a Barcelona i analitza l'elisió del català en les estratègies individuals d'acu-mulació de capital lingüístic. S'argumenta que una visió instrumentalista de les llengües, in-formada per ideologies d'autenticitat i anonimat, jerarquitza les llengües apreses i parlades. Les decisions respecte a l'aprenentatge de llengües i la tria d'escola reflecteixen els desitjos de posicionalitat social d'aquests estudiants. La poca centralitat de la llengua catalana en les vides translocalitzades d'aquests estudiants ens permet explorar com s'entreteixeixen la localització i la mundialització en aquest grup social a la Catalunya actual. Paraules clau: llengües i educació, tries educatives, català en l'educació internacional, et-nografia institucional.

Abstract
This article explores the role of language in the school choices of what has been characterised by the literature as global middle class families established in Catalonia. More specifically, it focuses on the role of Catalan in the making of these choices. The analysis is based on empirical data from a broader multi-sited sociolinguistic ethnographic study on multilingualism in the internationalising processes of two elite schools in the Barcelona area. This article draws on semi-structured interviews with four mobile students of an international school in a town near Barcelona that implements the British curriculum, and it analyses their desire to

Mandarin Chinese is the fastest growing foreign language by number of students in the world

(Ding and Saunders 2006), but little is known about how it is taking hold in compulsory education in different countries. This paper examines the institutionalisation of Mandarin in an elite school located near Barcelona, Spain, which, due to stagnant enrolment rates, was rebranded as
‘international’ in 2008.
Data on the evolution and shifting legitimation of the Chinese programme was gathered through a two-year critical sociolinguistic ethnography. It included observations, visual materials, institutional discourses, questionnaire data and in-depth interviews with key social actors. The results show that Chinese has been highly instrumental for the process of re-elitisation of the school through multilingualisation (and internationalisation), because it allows institutional agents to mobilise both the discourse of cognitive/attitudinal benefits and forms of linguistic capitalisation
avant-la-lettre
. Yet, among most families and students, there is sharp awareness of the speculative nature of Chinese as capital whose returns in the present can only be guaranteed in the logic of accumulation and as providi
ng an index of students’
embodiment of neoliberal subjectivities. For the school, Chinese symbolises its zeal to constantly search for new sources of (potential) distinction and academic excellence

Nombroses institucions educatives elitistes han optat per la internacionalització per tal d’adaptar-se als canvis socials, econòmics i polítics de la modernitat tardana. La renovació del model educatiu sol associar-se a canvis en el currículum lingüístic i a les polítiques lingüísti- ques institucionals. Aquest article parteix d’una etnografia (socio)lingüística que examina com la llengua és al centre de la internacionalitat que es construeix en una escola privada de l’àrea metropolitana de Barcelona.
L’anàlisi dels discursos i pràctiques generats a l’escola revela que la institució s’està cons- truint com a internacional, però que al mateix temps necessita preservar la identificació naci- onal per mantenir el seu nínxol de mercat. Això crea tensions entre el trilinguïsme oficial, les ideologies d’igualtat entre llengües i el discurs identitari. La complexitat discursiva del centre mostra com idees romàntiques i econòmiques sobre la llengua hi coexisteixen en tensió i qüestionen els processos d’inclusió social a l’escola.


Numerous elitist educational institutions are adapting to the social, economic and political demands of late modernity by undergoing processes of internationalisation. The renovation of the educational model is usually associated with a change in the linguistic curriculum and with institutional language policies. This article is based on a (socio)linguistic ethnography which examines how language is at the core of the internationality built at a school in the Greater Barcelona area.
The analysis of discourses and practices generated at the school reveals that the institution is constructing itself as international, but at the same time it needs to preserve its national identification to maintain its niche in the market. This creates tensions between official trilin- gualism, ideologies of equality among languages, and an identity discourse. The discursive complexity of the school shows how romantic and profit-based ideas on language coexist in tension, questioning the social inclusion processes at the educational centre.

Numerous elitist educational institutions are adapting to the social, economic and political demands of late modernity by undergoing processes of internationalisation. This change in the educational model is usually associated to a change in the linguistic curriculum and institutional language policies. The present (socio)linguistic ethnography examines how language is at the core of the construction of internationality displayed at FIS, a school which is located in a city near Barcelona. This MA project uses the methodological tools of critical sociolinguistic ethnography, and particularly, it uses language ideologies as a framework of enquiry, in order to illustrate local practices, to describe the value and meaning that each of the language varieties are attributed in the site, and to analyse how internationality is linguistically, discursively, and semiotically constructed.
The analysis of observational and interview data, of field documents and visual material reveals that language practices in the site were articulated in two distinct spaces: class time and non-class time. The multiple monolingual order of the first is highly regimented, which contrasts with the less normativised practices of the latter, in which translanguaging can occur. There is, in fact, an aspirational discourse towards hybrid practices, which have become an emblem of internationality. At the same time as the institution is constructing itself as international, it needs to preserve its national identification to maintain its niche in the market. This creates tension between ideologies of equality among languages (represented by the official trilingualism policy of the school), and an identity discourse. While Catalan clearly emerges as the language of authenticity, there are discursive tensions regarding the categorisation of Spanish and English as anonymous languages, and the roles of foreign languages. The ethnographic data tells how internationality exists in discourse, that is, is linguistic in essence. The school uses a variety of highly semioticised platforms to perform such internationality, which is marketed in association with positive educational and social values. The discursive complexity of the site shows how romantic and profit-based ideas on language coexist in tension and they challenge social cohesion in the site.

In post-crisis Catalonia, English has become conceptualized as indispensable capital and the key to the social and developmental expectations many parents hold for their children. As English-language education becomes more widely available throughout the education system, (upper-)middle class parents seek formulas that will guarantee the economic, social and cultural advantage of their children. Elite international schools have become naturalized as spaces to acquire distinctive multilingual capitals, and in particular, a ‘better’ English (Sunyol, 2019; Codó, forthcoming). The singularity of their offer is presented as providing more exposure to English, and of better quality, due to the availability of native teachers and the ways in which the language is taught. This chapter explores how language policy is being made in a school which is in the process of becoming international, and how social actors negotiate which forms of English count as positional capital.

Neoliberalised capitalism, defined by flux and insecurity, engenders fear and anxiety. These affective dispositions discipline responsible citizens towards constant self-managing for capital appreciation. This chapter aims to understand the contours of neoliberal governmentality through the situated examination of the International Baccalaureate Diploma Programme (IBDP), a 50-year-old diploma organised by a Swiss non-profit and implemented in schools all over the world. We draw on data obtained from a one-year ethnographic engagement with the IBDP offered by a private “international’ school located in Barcelona (Spain), as part of its attempt to gain distinctive advantage in the local marketplace and attract transnational families. The analysis centers on (1) the examination of the IB learner profile, a key discursive artefact encapsulating the programme’s neoliberal rationality; and (2) the disciplining techniques put in place to enforce student self-transformation. We argue that the original IB humanist-liberal philosophy of educating the whole person has enabled a neoliberal co-optation of the programme. IB-commodified selves are protoworkers anxious to outperform in all aspects, brilliant academically but also excellent self-carers and disciplined affective selves. We show how the IBDP is a clear example of the dispersed, destatised and elitising forms of social governance prevalent under the neoliberal regime.

In the last decades, many elite schools, which were founded following national models of education, have been internationalising to adapt to the rapidly changing conditions of neoliberalised late-modern societies and remain competitive in highly disputed education markets. Internationality can take more or less explicit forms, and can vary in intensity in public, semi-private and private schools (Bonal, 2009; Vilalta, 2016). It usually involves, however, intensifying the presence of English and other foreign languages, institutionalizing exchange or term/year abroad programmes, and implementing international curricula such as those offered by the International Baccalaureate Organisation (IBO), which are increasingly gaining presence in schools worldwide (Resnik, 2012, 2015). This original ethnography explores the construction of the category international in two elite educational institutions from a critical sociolinguistic perspective. The focus on language(s) in processes of elitisation of education is unique, and unexplored until now in the context of Catalonia. For a period of three years I conducted ethnographic fieldwork in two schools in the Barcelona area, a ‘British international’ school and a ‘Catalan international’ school. I draw on participant observations of classes and a variety of school spaces, conversations and interviews, linguistic landscapes, and also field notes, visual data, field documents, website data and social network data, but also language-in-education policies to understand how semiotic regimes are transformed when becoming international. This happens through processes of stylisation taking place at multiple scales. My analysis shows how atmospheres, spaces, curricula and individuals are both updated and upscaled. I have explored the nuanced dynamics of distinction practices (Bourdieu, 1984) behind the internationalising processes in which schools and individuals engage; who gets to access which resources; how different participants become capitalised or decapitalised; which processes of social categorisation take place; and what consequences this has for the social and academic endeavours of students and schools. The stories of the schools and their communities reveal the frenzy for capitalisation of the (upper-)middle classes in a post-crisis Catalonia, who desire to gain access to privileged spaces or maintain their status. An international education, and a ‘very good English’ seem to be the ultimate distinctive capital. It is attractive to the traditional local clientele of these schools and increasingly to the global middle classes, who seek to compete with the best hand in neoliberalised education markets. The unique analysis of the educational strategies of the (upper-)middle classes provided in this thesis reveals the possibilities and limitations of class advancement for students with different stocks of capitals (Bourdieu, 1986). A deeper understanding of such mechanisms is crucial to understand how processes of social stratification work and emerge in the Catalan education system today.