La movilidad en sus palabras. Recursos comunicativos y capital lingüístico del alumnado de origen extranjero en un modelo escolar resistente al multilingüismo en Barcelona

In a globalised world in which intercultural and multilingual skills acquired through multiple mobility experiences are considered essential in the education of young elites, paradoxically contrary perspectives persist in the education of students with a migrant background. However, issues related to linguistic diversity and mobility and transnational practices stemming from international migration experiences have so far been addressed independently in research. In this article, we analyse teachers' perspectives on learning and performance in relation to the mobility experiences and communicative practices of students of Pakistani and Bengali origin in Barcelona, based on an ethnographic study conducted in a secondary school and its community as part of a wider project on mobility and education. Applying a double approach based on the sociolinguistics of globalisation (Blommaert 2010) and the mobility régimes (Glick-Schiller and Salazar 2013), the results reveal the existence of linguistic capitals that are as rich and complex among students as they are neglected in their education.