APINGLO-CAT is a R+D project funded by the Spanish Ministry of Economy and Competitiveness and hosted by the Universitat Autònoma de Barcelona, more specifically, the Department of English and Germanic Studies.

It belongs to the coordinated R+D project entitled Multilingual education in the global era: Markets, desire, practices and identities among Spanish adolescents in two autonomous communities (MUEDGE) which aims to compare the processes and practices of appropriation of English as a global language in Catalonia and Castilla-La Mancha. The Castilla-La Mancha team is grouped under the APINGLO-UCLM project led by Dr Anna Maria Relaño Pastor.

The two autonomous communities are characterized by different linguistic contexts (official bilingualism in the case of Catalonia 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.


We follow the principles of qualitative, critical and ethnographic sociolinguistics, although our team is made up of researchers who come from and work within different theoretical/methodological approaches.


We aim to investigate the increasing Englishisation of the Catalan educational system by studying the implementation of various forms of English-medium instruction in three different types of secondary schools: a public, concertada (semi-private) and a private international school.

Broadly speaking, the scientific goals of APINGLO-CAT can be summarised as follows:

GOAL 1. To ethnographically study the implementation of different forms of mulilingual education in the current Catalan context (CLIL, immersion, international education, etc.) in order to understand:

  • what ideologies underlie such programmes;
  • what their educational/linguistic/citizenship goals are;
  • how  different stakeholders (parents, teachers, students, administrators and policy makers) position themselves with respect to them;
  • how they are linked to globalisation processes, and socio-political, economic transformations in Catalonia. 1.e. what processes of social structuration can be observed.

GOAL 2. Comprehend the meanings and values currently associated to English in the Catalan educational context from a multilingual perspective, which takes into account not only other socially-valued foreign languages (French, German, Mandarin, etc.), but also students’ first language(s) and the languages of migration.

GOAL 3. Describe communicative practices inside and outside the multilingual classroom, and understand the role and function of the different languages at play.

GOAL 4. Compare the results of the above-mentioned aims in Catalonia with the findings in Castilla-La Mancha.