Bilingual Beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central Spain

David Poveda

Resumen


This article examines adolescent and late adolescent discourses on bilingualism, bilingual education and the role of English and other additional languages in the current out-of-school lives and future trajectories of Spanish students enrolled in bilingual education programs. The data is part of a larger critical sociolinguistic ethnographic project on the implementation of bilingual education programs in secondary education (organized as English-Spanish CLIL) in Castilla-La Mancha, a region in South-Central Spain. Discourses were mainly elicited through a series of workshop-type and group discussion activities held in classrooms from two semi-private and two public schools, as well as an additional focus group conducted with university students. In total, 12 group events, involving approximately 300 students, were organized and documented through video-recordings, audio-recordings, photographs and fieldnotes. Students’ language ideologies around bilingualism are examined through an inductive qualitative / grounded theory approach. Three themes are identified: (a) the definition of bilingualism and bilingual competence, (b) the place of English (and other additional languages) in students’ current lives and social experiences and; (c) the role assigned to English in future employment and mobility opportunities. These discourses are discussed in relation to recent critical sociolinguistic work on the interconnection between language, multilingualism and neoliberalism. The paper closes with some methodological thoughts regarding the place of linguistic ethnography in the analysis of students’ collective discourses.


Palabras clave


Bilingual Education; Language Ideologies; Adolescent Students; Linguistic Ethnography

Texto completo:

PDF (English)

Referencias


Althusser, L. (1988). Ideología y aparatos del estado: Freud y Lacan. Buenos Aires: Nueva Visión.

Atkinson, P., & Hammersley, M. (2007). Ethnography: Principles in practice [3rd edition]. London: Routledge.

Block, D. (2014). Social class in applied linguistics. London: Routledge

Blommaert, J. (2005). Discourse: A critical introduction. Cambridge: Cambridge University Press.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

Bright, G., & Smyth, J. (2016). Editor’s introduction: Education and precarity. Ethnography and Education, 11(2), 123-128.

Busch, B. (2017). Biographical approaches to research in multilingual settings: Exploring linguistic repertoires. In Martin-Jones, M., & Martin, D. (Eds.), Researching multilingualism: Critical and ethnographic perspectives (pp. 46-59). London: Routledge.

Busch, B., Jardine, A., & Tjoutuku, A. (n.d.). Languages biographies for multilingual learning. PRAESA - Occasional Papers, 24, 1-100.

Canagarajah, S. (2007). Lingua franca English, multilingual communities, and language acquisition. The Modern Language Journal, 91, 923-939.

Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied linguistics, 35(3), 243-262.

Cioè-Peña, M., Moore, E., & Martín Rojo, L. (2016). The burden of «nativeness»: Four plurilingual student-teachers’ stories. Bellaterra Journal of Teaching and Learning Language and Literature, 9(2), 32-52.

Codó, E., & Relaño-Pastor, A. (in press). Researching multilingual education: Ethnographic perspectives. In Siry, C., & Fernández, R. (Eds.), Methodologies for research on teaching and learning. Luxembourg: Sense Publishers.

Copland, F., Creese, A., Rock, F., & Shaw, S. (2015). Linguistic ethnography: Collecting, analysing and presenting data. London: Sage.

Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Zeitschrift für Soziologie, 19(6), 418-427.

Creese, A., & Blackledge, A. (2012). Voice and meaning‐making in team ethnography. Anthropology and Education Quarterly, 43(3), 306-324.

De Castro, R. (2014). La enseñanza bilingüe en Madrid. Tarbiya, 43(2), 197-209.

De Costa, P. (2014). Reconceptualizing cosmopolitanism in language and literacy education: Insights from a Singapore school. Research in the Teaching of English, 49(1), 9-30.

Dovemark, M., & Beach, D. (2016). From learning to labour to learning for precarity. Ethnography and Education, 11(2), 174-188.

Dunne, C. (2011). The place of the literature review in grounded theory research. International Journal of Social Research Methodology, 14(2), 111-124.

Feixa, C. & Rubio, C. (2017). Introducción: «Te vas pensando que has dejado atrás a zombis» - La emigración juvenil: ¿aventura o exilio? Revista de Dialectología y Tradiciones Populares, 72(1), 9-22.

Flores, N. (2013). The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly, 47(3), 500-520.

Foucault, M. (1988). El sujeto y el poder. Revista Mexicana de Sociología, 50(3), 3-20.

Gao, S., & Park, J. (2015). Space and language learning under the neoliberal economy. L2 Journal, 7(3), 78-96.

Greenberg, B., Eastin, M., Skalski, P., Cooper, L., Levy, M., & Lachlan, K. (2005). Comparing survey and diary measures of internet and traditional media use. Communication Reports, 18(1-2), 1-8.

Harvey, D. (2007). Breve historia del neoliberalismo. Madrid: Akal.

Heller, M. (2003). Globalization, the new economy, and the commodification of language and identity. Journal of Sociolinguistics, 7(4), 473-492.

Heller, M. (2010). The commodification of language. Annual Review of Anthropology, 39, 101-114.

Heller, M., & Martin-Jones, M. (2001). Introduction: Symbolic domination, education and linguistic difference. In Heller, M., & Martin-Jones, M. (Eds.), Voices of authority: Education and linguistic Difference (pp. 1-28). London: Ablex.

Heller, M., & McElhinny, B. (2017). Language, capitalism, colonialism: Toward a critical history. Toronto: University of Toronto Press.

Holborow, M. (2007). Language, ideology and neoliberalism. Journal of Language and Politics, 6(1), 51-73.

Holborow, M. (2015). Language and neoliberalism. London: Routledge.

Irvine, J. (1989). When talk isn’t cheap: Language and political economy. American Ethnologist, 16(2), 248-267.

Jaworski, A., & Thurlow, C. (2010). Introducing semiotic landscapes. In Jaworski, A., & Thurlow, C. (Eds.), Semiotic landscapes: Language, image, space (pp. 1-40). London: Continuum.

Kataoka, K., Ikeda, K., & Besnier, N. (2013). Decentering and recentering communicative competence. Language and Communication, 33(4), 345-350.

King, K., Fogle, L., & Logan-Terry, A. (2008). Family language policy. Language and Linguistics Compass, 2(5), 907-922.

Kroskrity, P. (2004). Language ideologies. In Duranti, A. (Ed.), A companion to linguistic anthropology (pp. 496-517). Oxford: Blackwell.

Kroskrity, P. (2010). Language ideologies - Evolving perspectives. In Jaspers, J., Östam, J-A., & Verschueren, J. (Eds.), Society and language use (pp. 192-205). Amsterdam: John Benjamins.

Lasagabaster, D., & Sierra, J. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1(2), 4-17.

LeCompte, M. (2000). Analyzing qualitative data. Theory into Practice, 39(3), 146-154.

Makoe, P., & McKinney, C. (2014). Linguistic ideologies in multilingual South African suburban schools. Journal of Multilingual and Multicultural Development, 35(7), 658-673.

Marchesi, A. (2000). Controversias en la educación española. Madrid: Alianza editorial.

McKinney, C. (2017). Language and power in post-colonial schooling: Ideologies in practice. London: Routledge.

Menard-Warwick, J. (2019). Bocadillos and the karate club: Translingual identity narratives from study abroad participants. Linguistics and Education, 50, 84-93.

Mijares, L., & Relaño-Pastor, A. (2011). Language programs at Villababel High: rethinking ideologies of social inclusion. International Journal of Bilingual Education and Bilingualism, 14(4), 427-442.

Oxbrow, G. (2018). Students’ perspectives on CLIL programme development: A quantitative analysis. Porta Linguarum: Revista Internacional de Didáctica de las Lenguas Extranjeras, 29, 137-158.

Pérez-Cañado, M. (2016). From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy. Bellaterra Journal of Teaching & Learning Language & Literature, 9(1), 9-31.

Phillipson, R. (2011). English: from British empire to corporate empire. Sociolinguistic Studies, 5(3), 441-464.

Piller, I., & Cho, J. (2013). Neoliberalism as language policy. Language in Society, 42(1), 23-44.

Pomerantz, A., & Heritage, J. (2013). Preference. In Sidnell, J., & Stivers, T. (Eds.), The Handbook of conversation analysis (pp. 210-228). Oxford: Blackwell.

Potter, J., & Hepburn, A. (2005). Qualitative interviews in psychology: Problems and possibilities. Qualitative research in Psychology, 2(4), 281-307.

Relaño-Pastor, A. (2018). Bilingual education and neoliberal CLIL practices. In Tollefson, J., & Pérez-Milans, M. (Eds.), The Oxford handbook of language policy and planning (pp. 505-525). Oxford: Oxford University Press.

Relaño-Pastor, A., & Fernández-Barrera, A. (2019). The «native speaker effects» in the construction of elite bilingual education in Castilla-La Mancha: Tensions and dilemmas. Journal of Multilingual and Multicultural Development, 40, 421-435.

Roncero, C. (2018). La enseñanza del inglés como medio de segregación: El Programa español-bilingüe de la Comunidad de Madrid en un Instituto de Secundaria. Debates & Prácticas en Educación, 3(1), 6-15.

Smagorinsky, P. (2008). The methods section as conceptual epicenter in constructing social science research reports. Written Communication, 25(3), 389-411.

Ten Have, P. (1999). Doing conversation analysis: A practical guide. London: Sage.

Urciuoli, B. (2008). Skills and selves in the new workplace. American Ethnologist, 35(2), 211-228.




DOI: https://doi.org/10.14516/fde.700

Enlaces refback

  • No hay ningún enlace refback.




e-ISSN: 1698-7802

DOI prefix: 10.14516/fde

URL: www.forodeeducacion.com

FahrenHouse: Salamanca, España 

Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 3.0 España.