Resumen de Multilingualism and Multiculturalism in an Immersion School in Alicante: exploring the Perception of Teachers, Parents and Students
In the current globalised interconnected world, being proficient in several languages is appraised by all constituents of the school community not as a superfluous asset, but as a necessity for life. The EU and policy makers have for long acknowledged the preponderance of language-acquaintance, regulating accordingly. In this context, English stands as the Lingua Franca for its worldwide supremacy at all spheres of life. Yet, abundant educational institutions remain fully effective in teaching in other languages other than English in the context of a post-Brexit EU. The present research explores the perception of a sample of parents, teachers and students with regard to the teaching of languages in an immersion school. The paper similarly scrutinizes the manner this establishment copes with the dissimilar cultures of its multicultural student body. Lastly, the research attempts to establish the degree to which the school policies aim at recognizing how these cultural differences enrich the learning community. Findings seem to indicate that the learning of the three main languages taught is mostly achieved, while uncertainty remains concerning the promotion of intercultural-enhancing activities and policies.
