Gatekeeping the interactional order: field access and linguistic ideologies in CLIL-type bilingual education programs in Spanish secondary schools
Entity
UAM. Departamento de Psicología Evolutiva y de la EducaciónPublisher
Sage JournalsDate
2020-05-05Citation
10.1177/1468794120909072
Qualitative Research, 20.6 (2020): 854-873
ISSN
1468-7941 (print); 1741-3109 (online)DOI
10.1177/1468794120909072Funded by
Research reported in this article was supported by the project "The appropriation of English as a global language in Castilla-La Mancha secondary schools: A multilingual, situated and comparative approach", funded by the Spanish Ministry of Science and Innovation (Plan Nacional I+D+I 2014 / Reference: FFI2014-54179-C2-2-P). It has also been possible thanks to the funds granted to the Research Consolidated Group LADIC - UCLM, co-financed by the European Union and the European Regional Development Fund (Ref: 2019-GRIN-26973)Project
Gobierno de España. FFI2014-54179-C2-2-PEditor's Version
https://doi.org/10.1177/1468794120909072Subjects
linguistic ethnography; field access; CLIL; reflexivity; research devices; PsicologíaRights
© The Author(s) 2020Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Abstract
This article reflexively discusses field access as a continuous process in linguistic ethnographic fieldwork and illustrates how interactions generated during negotiations to establish a research collaboration, initial contacts with participants or data gathered to complement audio-visual recordings of naturally occurring interaction can, in fact, become rich sources to answer research questions. The discussion is based on a critical sociolinguistic ethnography on the implementation of English-Spanish ‘bilingual programs’ in a mid-sized city in central Spain. To build this discussion we propose a framework in which particular research stances held by participants become closely intertwined with particular research processes, spaces and techniques
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Google Scholar:Poveda Bicknell, David Patrick
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Giampapa, Frances
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Relaño-Pastor, Ana María
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