In her groundbreaking and innovative study, the author takes us on a
fascinating journey through some of Madrid's multilingual and multicultural
schools and reveals the role played by linguistic practices in the
construction of inequality through such processes as what she calls
"de-capitalization" and "ethnicization". Through a critical sociolinguistic
and discourse analysis of the data collected in an ethnographic study, the
book shows the exclusion caused by monolingualizing tendencies and
ideologies of deficit in education and society.
The book opens a timely discussion of the management of diversity in
multilingual and multicultural classrooms, both for countries with a long
tradition of migration flows and for those where the phenomenon is
relatively new, as is the case in Spain. This study of linguistic practices
in the classroom makes clear the need to rethink some key linguistic
concepts, such as practice, competence, discourse, and language, and to
integrate different approaches in qualitative research.
The volume is essential reading for students and researchers working in
sociolinguistics, education and related areas, as well as for all teachers
and social workers who deal with the increasing heterogeneity of our late
modern societies in their work.