Global Spanish(es) in a global city: linguistic diversity among learners of Spanish in London

ABSTRACT

This article considers the role of Spanish as a global language by examining its use in London, a global, multilingual and superdiverse city, where Spanish has no official status. I consider how pluricentric norms, panhispanism, and the emerging Nueva Política Lingüística Panhispánica (NPLP) find expression. In particular, I ask how regional and national varieties of Spanish are perceived by L1 and L2 learners and how these attitudes construct local language ideologies held by different actors. I profile two institutions where language ideologies and linguistic practice can be examined. These are: (1) an international Spanish–English bilingual school run as part of Spain’s diplomatic mission; and (2) a language school backed by the Spanish government. I argue that the NPLP is not just about the traditional “pillars” of Spanish language standardization (dictionaries, grammar, and orthography) but must also be negotiated through localized language policies outside of the “official” Spanish-speaking world.

RESUMEN

Este artículo analiza el papel del español como lengua global y examina su uso en Londres, una ciudad global, multilingüe y superdiversa, donde el español no tiene estatus oficial. En el análisis, se considera cómo se articulan las normas pluricéntricas, el panhispanismo y la emergente Nueva Política Lingüística Panhispánica (NPLP). En particular, se investiga cómo se perciben las variedades regionales y nacionales del español entre los aprendices de L1 y L2 y cómo estas actitudes construyen ideologías lingüísticas locales sostenidas por diferentes actores sociales. El estudio se centra en dos instituciones donde se puede examinar las ideologías y las prácticas lingüísticas: 1) un colegio internacional bilingüe español-inglés dirigido como parte de la misión diplomática de España y 2) un centro de idiomas fundado por el gobierno español. Tal y como se explica, la NPLP no alcanza solamente a los “pilares” tradicionales de la estandarización de la lengua española (diccionarios, gramática y ortografía), sino que también debe negociarse a través de políticas lingüísticas localizadas fuera del mundo hispanohablante “oficial”.

KEYWORDS:

• Spanish language
• language authority
• language spread
• standardization
• ideology

PALABRAS CLAVE:

• Lengua española
• autoridad lingüística
• difusión de la lengua
• estandarización
• ideología

ORCID

Darren Paffey http://orcid.org/0000-0003-2709-8012

Notes

1 While the broader data collection also included lesson observations and individual interviews with the directors of each institution as well as managers responsible for curriculum design and implementation, the constraints of this article require a focus on the student interactions as a source of language attitudes and ideologies.

2 Enrolment figures at the Instituto Cañada Blanch in 2018 cited 18 new entrants with Spanish nationality, of whom 15 were born in the UK.

3 Other-born refers to students who were born in countries where Spanish is not a national or official language, and who were therefore learning Spanish at IECB as a second or third language.

4 A levels are qualifications taken by students in England and Wales at the end of compulsory education (aged 18).

5 Bachillerato is the post-compulsory phase of Spanish education (16- to 17-years-old) leading towards the university entrance exam (PAU: Pruebas de Acceso a la Universidad).