80727a7cd521f2d0f51d9a6c45ce1535 revllendre_a2021v75p107.pdf 3929f1ceb0d7d33945ddcc76b47ea0085ee6be80 revllendre_a2021v75p107.pdf 3c5a59738716b5d842fb52cc71bb7da5c12bdfe1980228997efa8f9fce4ce386 revllendre_a2021v75p107.pdf Title: Diversitat, globalització i desigualtat: una mirada etnogràfica a dues respostes de política lingüística educativa a Catalunya Subject: L’estudi situat i comparatiu de la implementació de dos programes d’educació lingüística a Catalunya durant els darrers 15 anys en dos instituts de secundària localitzats en àrees de classe treballadora ens ha permès presentar els principals reptes que la comunitat educativa en general, però principalment els docents -com a encarregats de l›execució d›aquestes polítiques-, han hagut de gestionar. Aquest article s’inspira en la teoria d›Erickson (1987) sobre la confiança (trust) i la legitimitat (legitimacy) en l’educació per donar compte de les complexitats de la implementació d’aquests programes en termes d’èxit o fracàs escolar. Tant les aules d›acollida del programa LIC, orientades a la inclusió de l›alumnat d›origen immigrat al sistema educatiu català, com el programa GEP, dissenyat per satisfer les aspiracions de famílies que veuen en l›anglès millors possibilitats d›accés social per als seus fills, demanen condicions emocionals i materials que comporten conseqüències. Els docents que participen en aquests programes han de construir una retòrica que convenci companys, alumnat i famílies que el que fan és per al benestar de tots, inclosos els mateixos centres que veuen com la seva imatge social guanya o es devalua segons la situació. The situated and comparative study of the implementation of two language education programmes in Catalonia during the last 15 years in two secondary schools located in working class areas has allowed us to present the main challenges that the educational community in general, but mainly teachers as those in charge of implementing these policies, have had to manage. This article is inspired by Erickson’s (1987) theory of trust and legitimacy in education to account for the complexities of implementing these programmes in terms of school success or failure. The reception classrooms of the language and social cohesion plan (LIC in Catalan), aimed at including students of immigrant origin in the Catalan education system as well as the multilingual generation programme (GEP in Catalan), designed to meet the aspirations of families who believe English gives better social access possibilities for their children, require emotional and material conditions that entail consequences. Teachers participating in these programmes must build arguments that convince peers, students, and families that what they do is for the well-being of all, including the teaching centres that see how their social image gain or devalue according to the situation. Author: Adriana Patiño-Santos Creator: Adobe InDesign CC 13.1 (Windows) Producer: Adobe PDF Library 15.0 CreationDate: Tue Jun 22 08:12:34 2021 CEST ModDate: Tue Jun 22 08:12:45 2021 CEST Custom Metadata: no Metadata Stream: yes Tagged: yes UserProperties: no Suspects: no Form: none JavaScript: no Pages: 19 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 1254713 bytes Optimized: yes PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- JSNTEL+TimesNewRomanPSMT CID TrueType Identity-H yes yes yes 627 0 WAMUZL+SymbolMT CID TrueType Identity-H yes yes yes 637 0 ONXNWB+TimesNewRomanPSMT TrueType WinAnsi yes yes yes 616 0 ZWIWUF+Arial-BoldMT TrueType WinAnsi yes yes yes 628 0 HDFNXP+TimesNewRomanPS-ItalicMT TrueType WinAnsi yes yes yes 629 0 HDFNXP+TimesNewRomanPS-BoldMT TrueType WinAnsi yes yes yes 638 0 OGNDRB+Arial-ItalicMT TrueType WinAnsi yes yes yes 639 0 DYLVCX+Garamond-Bold TrueType WinAnsi yes yes yes 679 0 KYHJRJ+ArialMT TrueType WinAnsi yes yes yes 79 0 ERLJLV+ArialMT CID TrueType Identity-H yes yes yes 77 0 KYHJRJ+ArialMT TrueType WinAnsi yes yes yes 104 0 OOLYRB+TimesNewRomanPSMT-SC700 TrueType WinAnsi yes yes yes 116 0 LHCGBH+Calibri TrueType WinAnsi yes yes yes 129 0 MAUWUF+TimesNewRomanPS-ItalicMT CID TrueType Identity-H yes yes yes 137 0 IEVDQN+Arial-BoldMT CID TrueType Identity-H yes yes yes 149 0 Jhove (Rel. 1.28.0, 2023-05-18) Date: 2024-05-16 02:39:51 CEST RepresentationInformation: revllendre_a2021v75p107.pdf ReportingModule: PDF-hul, Rel. 1.12.4 (2023-03-16) LastModified: 2024-05-15 16:06:55 CEST Size: 1254713 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf Profile: Linearized PDF PDFMetadata: Objects: 692 FreeObjects: 402 IncrementalUpdates: 1 DocumentCatalog: ViewerPreferences: HideToolbar: false HideMenubar: false HideWindowUI: false FitWindow: false CenterWindow: false DisplayDocTitle: true NonFullScreenPageMode: UseNone Direction: L2R ViewArea: CropBox ViewClip: CropBox PrintArea: CropBox PageClip: CropBox PageLayout: SinglePage PageMode: UseNone Language: ca DeveloperPrefix: ADBE BaseVersion: 1.7 ExtensionLevel: 3 Outlines: Item: Title: 1 Introducció Item: Title: 2 De l’èxit en l’educació Item: Title: 3 Aula d’acollida: de la compensació a la cohesió Children: Item: Title: 3.1 L’acollida a l’IES Marc Aureli Children: Item: Title: 3.1.1 La diversitat i la lògica de les respostes a l’acollida Item: Title: 4 GEP: un programa per a escoles amb possibilitats de progressar Children: Item: Title: 4.1 El GEP a l’IES Els Pins Children: Item: Title: 4.1.1 El passat i el futur: plurilingüisme i atenció a la diversitat “per sobre” Item: Title: 5 Discussió i conclusions Item: Title: Convencions de transcripció Item: Title: Referències bibliogràfiques Info: Title: Diversitat, globalització i desigualtat: una mirada etnogràfica a dues respostes de política lingüística educativa a Catalunya Author: Adriana Patiño-Santos Subject: L’estudi situat i comparatiu de la implementació de dos programes d’educació lingüística a Catalunya durant els darrers 15 anys en dos instituts de secundària localitzats en àrees de classe treballadora ens ha permès presentar els principals reptes que la comunitat educativa en general, però principalment els docents -com a encarregats de l›execució d›aquestes polítiques-, han hagut de gestionar. Aquest article s’inspira en la teoria d›Erickson (1987) sobre la confiança (trust) i la legitimitat (legitimacy) en l’educació per donar compte de les complexitats de la implementació d’aquests programes en termes d’èxit o fracàs escolar. Tant les aules d›acollida del programa LIC, orientades a la inclusió de l›alumnat d›origen immigrat al sistema educatiu català, com el programa GEP, dissenyat per satisfer les aspiracions de famílies que veuen en l›anglès millors possibilitats d›accés social per als seus fills, demanen condicions emocionals i materials que comporten conseqüències. Els docents que participen en aquests programes han de construir una retòrica que convenci companys, alumnat i famílies que el que fan és per al benestar de tots, inclosos els mateixos centres que veuen com la seva imatge social guanya o es devalua segons la situació. The situated and comparative study of the implementation of two language education programmes in Catalonia during the last 15 years in two secondary schools located in working class areas has allowed us to present the main challenges that the educational community in general, but mainly teachers as those in charge of implementing these policies, have had to manage. This article is inspired by Erickson’s (1987) theory of trust and legitimacy in education to account for the complexities of implementing these programmes in terms of school success or failure. The reception classrooms of the language and social cohesion plan (LIC in Catalan), aimed at including students of immigrant origin in the Catalan education system as well as the multilingual generation programme (GEP in Catalan), designed to meet the aspirations of families who believe English gives better social access possibilities for their children, require emotional and material conditions that entail consequences. Teachers participating in these programmes must build arguments that convince peers, students, and families that what they do is for the well-being of all, including the teaching centres that see how their social image gain or devalue according to the situation. 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Font: BaseFont: IEVDQN+Arial-BoldMT CIDSystemInfo: Registry: Adobe Registry: Identity Supplement: 0 FontDescriptor: FontName: IEVDQN+Arial-BoldMT Flags: Symbolic FontBBox: -628, -376, 2000, 1018 FontFile2: true Font: BaseFont: MAUWUF+TimesNewRomanPS-ItalicMT CIDSystemInfo: Registry: Adobe Registry: Identity Supplement: 0 FontDescriptor: FontName: MAUWUF+TimesNewRomanPS-ItalicMT Flags: Serif, Symbolic, Italic FontBBox: -498, -307, 1333, 1023 FontFile2: true Font: BaseFont: JSNTEL+TimesNewRomanPSMT CIDSystemInfo: Registry: Adobe Registry: Identity Supplement: 0 FontDescriptor: FontName: JSNTEL+TimesNewRomanPSMT Flags: Serif, Symbolic FontBBox: -568, -307, 2000, 1007 FontFile2: true XMP: application/pdf Adriana Patiño-Santos Eva Codó Diversitat, globalització i desigualtat: una mirada etnogràfica a dues respostes de política lingüística educativa a Catalunya L’estudi situat i comparatiu de la implementació de dos programes d’educació lingüística a Catalunya durant els darrers 15 anys en dos instituts de secundària localitzats en àrees de classe treballadora ens ha permès presentar els principals reptes que la comunitat educativa en general, però principalment els docents -com a encarregats de l›execució d›aquestes polítiques-, han hagut de gestionar. Aquest article s’inspira en la teoria d›Erickson (1987) sobre la confiança (trust) i la legitimitat (legitimacy) en l’educació per donar compte de les complexitats de la implementació d’aquests programes en termes d’èxit o fracàs escolar. Tant les aules d›acollida del programa LIC, orientades a la inclusió de l›alumnat d›origen immigrat al sistema educatiu català, com el programa GEP, dissenyat per satisfer les aspiracions de famílies que veuen en l›anglès millors possibilitats d›accés social per als seus fills, demanen condicions emocionals i materials que comporten conseqüències. Els docents que participen en aquests programes han de construir una retòrica que convenci companys, alumnat i famílies que el que fan és per al benestar de tots, inclosos els mateixos centres que veuen com la seva imatge social guanya o es devalua segons la situació. The situated and comparative study of the implementation of two language education programmes in Catalonia during the last 15 years in two secondary schools located in working class areas has allowed us to present the main challenges that the educational community in general, but mainly teachers as those in charge of implementing these policies, have had to manage. This article is inspired by Erickson’s (1987) theory of trust and legitimacy in education to account for the complexities of implementing these programmes in terms of school success or failure. The reception classrooms of the language and social cohesion plan (LIC in Catalan), aimed at including students of immigrant origin in the Catalan education system as well as the multilingual generation programme (GEP in Catalan), designed to meet the aspirations of families who believe English gives better social access possibilities for their children, require emotional and material conditions that entail consequences. Teachers participating in these programmes must build arguments that convince peers, students, and families that what they do is for the well-being of all, including the teaching centres that see how their social image gain or devalue according to the situation. diversitat plurilingüisme acollida lingüística política lingüística AICLE diversity multilingualism language reception language policy CLIL 2021-06-22T08:12:34+02:00 2021-06-22T08:12:45+02:00 2021-06-22T08:12:45+02:00 Adobe InDesign CC 13.1 (Windows) uuid:870d2ab3-a61c-4410-9fcd-cf8ec5d0431e xmp.did:E981601902F9E211B9488A0131FC7D8E xmp.id:e0c9c8ef-9872-7542-aed6-88e96170e72c proof:pdf xmp.iid:a8b63bb3-b70a-af48-9bf4-60a78ee2d052 xmp.did:44d143a2-00e8-b54e-868e-ecfe584dd8e4 xmp.did:E981601902F9E211B9488A0131FC7D8E default converted from application/x-indesign to application/pdf Adobe InDesign CC 13.1 (Windows) / 2021-06-22T08:12:34+02:00 True http://creativecommons.org/licenses/by-nc-nd/3.0/es/deed.ca Adobe PDF Library 15.0 False Pages: Page: Sequence: 1 Annotations: Annotation: Subtype: Link Rect: 68, 53, 176, 29 Annotation: Subtype: Link Rect: 490, 53, 546, 29 Annotation: Subtype: Link Rect: 70, 157, 170, 145 Annotation: Subtype: Link Rect: 435, 141, 502, 129 Annotation: Subtype: Link Rect: 70, 79, 219, 68 Thumb: true Page: Sequence: 2 Annotations: Annotation: Subtype: Link Rect: 70, 752, 129, 738 ActionDest: 4 Annotation: Subtype: Link Rect: 70, 730, 179, 716 ActionDest: 7 Annotation: Subtype: Link Rect: 70, 708, 288, 694 ActionDest: 7 Annotation: Subtype: Link Rect: 79, 687, 229, 672 ActionDest: 18 Annotation: Subtype: Link Rect: 99, 665, 351, 650 ActionDest: 21 Annotation: Subtype: Link Rect: 70, 643, 361, 628 ActionDest: 39 Annotation: Subtype: Link Rect: 79, 621, 200, 607 ActionDest: 42 Annotation: Subtype: Link Rect: 99, 599, 429, 585 ActionDest: 42 Annotation: Subtype: Link Rect: 70, 577, 182, 563 ActionDest: 57 Annotation: Subtype: Link Rect: 70, 556, 196, 541 ActionDest: 59 Annotation: Subtype: Link Rect: 70, 534, 191, 519 ActionDest: 61 Thumb: true Page: Sequence: 3 Annotations: Annotation: Subtype: Link Rect: 78, 79, 214, 68 Thumb: true Page: Sequence: 4 Thumb: true Page: Sequence: 5 Annotations: Annotation: Subtype: Link Rect: 78, 79, 264, 68 Thumb: true Page: Sequence: 6 Annotations: Annotation: Subtype: Link Rect: 167, 171, 241, 159 Thumb: true Page: Sequence: 7 Thumb: true Page: Sequence: 8 Thumb: true Page: Sequence: 9 Thumb: true Page: Sequence: 10 Thumb: true Page: Sequence: 11 Annotations: Annotation: Subtype: Link Rect: 123, 121, 164, 109 Annotation: Subtype: Link Rect: 78, 79, 267, 68 Thumb: true Page: Sequence: 12 Thumb: true Page: Sequence: 13 Thumb: true Page: Sequence: 14 Thumb: true Page: Sequence: 15 Thumb: true Page: Sequence: 16 Thumb: true Page: Sequence: 17 Thumb: true Page: Sequence: 18 Annotations: Annotation: Subtype: Link Rect: 170, 626, 363, 611 Annotation: Subtype: Link Rect: 153, 508, 544, 494 Annotation: Subtype: Link Rect: 99, 495, 157, 481 Annotation: Subtype: Link Rect: 162, 495, 379, 481 Annotation: Subtype: Link Rect: 259, 369, 544, 354 Annotation: Subtype: Link Rect: 99, 356, 142, 341 Thumb: true Page: Sequence: 19 Thumb: true Checksum: fed0af5f Type: CRC32 Checksum: 80727a7cd521f2d0f51d9a6c45ce1535 Type: MD5 Checksum: 3929f1ceb0d7d33945ddcc76b47ea0085ee6be80 Type: SHA-1 Checksum: 3c5a59738716b5d842fb52cc71bb7da5c12bdfe1980228997efa8f9fce4ce386 Type: SHA-256