Interpreting and negotiating language policy at the local level: A case study from catalan-speaking Spain

Abstract

In the Balearic Islands, where two official languages (Spanish and Catalan) co-exist, movements have been made to increase the role of foreign languages (English, in particular) at the expense of the regional minority language, Catalan. This paper presents findings from a case study investigating language policy at an International Baccalaureate (IB) secondary school in the Balearic Islands. Data were gathered through interviews and classroom observations. Findings suggest that, while the school site maintains a degree of autonomy over its language policy, the local, historical, social, political, and ideological context impact on the promotion of Catalan in the classroom. The results also illustrate the complex interaction between the implementation of governmental legislation, oversight of the IB Organization, and the interpretation and negotiation of policymaking by school staff at the classroom level and elsewhere.