Research Area

My research focuses on the qualitative analysis of language policy and practice in multilingual contexts. My perspective is critical, which means that I focus on language as a means for the production and reproduction of social inequalities. I use sociolinguistic ethnography as a research approach, which allows me understand in depth the complexity of language issues in specific socioinstitutional contexts. Ethnographic methods involve the collection of interviews as well as observational, visual, textual and audio/video-recorded interactional data, and tries to incorporate the viewpoints and voices of as many social actors as possible.

Doctoral Supervision

I would be happy to supervise students interested in the following areas:

  • Language learning, policy and practice in the neoliberal era.
  • Processes of multlingualisation of education.
  • The sociolinguistics of English as a global language and its uses/ideologies in specific localities.
  • Multilingual communication in institutional spaces.
  • Practices and ideologies of inter- and transcultural communication.

Recent Doctoral Supervision


  • L. Menna (with T. van Dijk, 2017- ): La clase migrante trabajadora: autonomía y solidaridad en el centro de Barcelona.


  • A. Sunyol (2019): Multilingualism, Elitism and Ideologies of Globalism in International Schools in Catalonia: An Ethnographic Study. International Doctorate.
  • M.R. Garrido (2014): Emmaus as an Imagined Transnational Community: Language, Interdiscursivity and Stratification in a Social Movement. International Doctorate.

Academic Activities

  • Chair, EDiSo (Asociación de Estudios sobre Discurso y Sociedad/Associaçao de Estudos sobre Discurso e Sociedade). https://edisoportal.org/
  • Visiting professor at Universities of Lausanne (CH), Fribourg (CH), and Toronto (CA).

Research Projects


  • Project title: Linguistic equality in contexts of political transition
    Principal investigator: Dr Mireille McLaughlin (University of Ottawa).
    Funding agency: Social Sciences and Humanities Research Council of Canada (SSHRCC).
    Amount of funding: $229 673
    Duration: 01/04/2019-31/03/2024
    Participating universities: Ottawa, Moncton (CAN), Aston University (UK), UAB (SP)
    Participation role: international collaborator
  • Project title: The appropriation of English in Catalan schools: A multilingual, situated and comparative approach (APINGLO-Cat)
    Principal investigator: Dr Eva Codó (UAB) – sub-project 1 PI
    Funding agency: Ministerio de Ciencia e Innovación
    Project reference: FFI2014-54179-C2-1-P
    Amount of funding: €38.000
    Duration: 01/01/2014-31/12/2018

Recent Publications

See https://pagines.uab.cat/evacodo for a complete list.

  • Codó, Eva (in press, 2021) Localizable vs non-localizable English: New inequalities in ‘democratizing’ access to English in Spanish education. For Rubdy, R. & R. Tupas (eds.). World English: Ideologies. Bloomsbury World English Series, volume III: London: Bloomsbury.
  • Codó, Eva and Andrea Sunyol (2019) “A plus for our students”: The construction of Mandarin Chinese as an elite language in an international school in Barcelona. For E. Barakos and C. Selleck (eds.) Special issue “Elite Multilingualism: Discourses, Practices and Debate. Journal of Multilingual and Multicultural Development 40(5): 436-452.
  • Sunyol, Andrea and Eva Codó (2019) Fabricating neoliberal subjectitivities in the International Baccalaureate Diploma Programme. For L. Martín Rojo and A. Del Percio (eds.) Language, and Neoliberal Governmentality. London: Routledge, pp. 135-161.
  • Codó, Eva (2018) The intersection of global mobilities, lifestyle and ELT work: A critical examination of language instructors’ trajectories. For Moyer, M. (eds.) “Language, Mobility and Work”. Special issue of Language and Intercultural Communication 18(4): 436-450.
  • Codó, Eva (2018) Language awareness in multilingual and multicultural organisations. For Garret, P. and J.M. Cots (eds.) The Routledge Handbook of Language Awareness. Abingdon, Oxon and New York: Routledge, pp. 467-481.
  • Codó, Eva (2018) Language policy and planning, institutions and neoliberalization. For Tollefson, J. and M. Pérez-Milans (eds.) The Oxford Handbook of Language Policy and Planning, pp. 467-484.
  • Codó, Eva and Adriana Patiño-Santos (2018) CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school. Language Policy, 17(4): 479-499.
  • Garrido, M. Rosa and Eva Codó (2017) Deskilling and delanguaging African migrants in Barcelona: Pathways of labor market incorporation and the value of global English. For Giampapa, F. and S. Canagarajah (eds.) “Skilled Migration and Global English”. Special issue of Globalisation, Societies and Education, 15(1): 29-49.
  • Codó, Eva and Miguel Pérez-Milans (2014) Multilingual discursive practices and processes of social change in globalizing institutional spaces. Special issue of the International Journal of Multilingualism 11(4), 381-474.
  • Codó, Eva and Adriana Patiño-Santos (2014) Beyond language: Class, social categorisation and academic achievement in a Catalan high school. Linguistics and Education 25: 51-63.