Congratulations to Dr Frances Giampapa, deputy director of the Centre for Globalisation, Education & Social Futures and MSc TESOL programme leader, who has been awarded a research fellowship at the University of Castilla – La Mancha in Spain this summer!
The purpose of the fellowship is to engage international scholars in the academic community of UCLM to work with colleagues on specific academic endeavours such as research projects. The project that Dr Giampapa will be working on is titled “La apropiación del inglés como lengua global en la escuela castellano-manchega: Un acercamiento multilingüe, situado y comparativo”. (APINGLO-CLM) (trans. The appropriation of English as a global language in Castilla-La Mancha schools: A multilingual, situated and comparative approach). During her two month long visit she will be working alongside researchers, doctoral students, teachers and students in local schools.
About the Research Project: This coordinated project aims at carrying out a comparative study of the appropriation of English as a global language in two autonomous communities, Cataluña and Castilla-La Mancha. These communities are characterized by different linguistic contexts (official bilingualism in the case of Cataluña and socially constructed monolingualism in the case of Castilla-La Mancha) as well as differing demographic, socioeconomic and sociocultural circumstances. The main goal of the project is to gain a wider, deeper and more complexifying understanding of the different linguistic, social and educational ideologies linked to the learning and use of English in Spain in the current context of multiple and profound technological, cultural and social transformations. For this reason, we intend to undertake a linguistic ethnography of different types of secondary schools in both regions in order to investigate the linguistic practices and perspectives of the different social actors involved (administrators, families, teachers and students) from a critical, multilingual and a multidimensional approach (ideological, interactional, and discursive). The results of this project will be beneficial both nationally and internationally given the lack of ethnographies focused on the situated study of multilingual education in the global era.