Foro de educación
| Autor: | Poveda Bicknell, David Patrick |
|---|---|
| Přispěvatelé: | UAM. Departamento de Psicología Evolutiva y de la Educación |
| Rok vydání: | 2019 |
| Předmět: |
050101 languages & linguistics
lengua inglesa Educación sociolingüística aprendizaje de lenguas Grounded theory lcsh:Education (General) Education enseñanza bilingüe Pedagogy Ethnography 0501 psychology and cognitive sciences Multilingualism Sociology Competence (human resources) Neuroscience of multilingualism bilingüismo Bilingual education 05 social sciences 050301 education Fieldnotes Focus group Adolescent Students Linguistic Ethnography Language Ideologies lcsh:L lcsh:L7-991 0503 education Bilingual Education lcsh:Education |
| Zdroj: | Redined, Red de Información Educativa Ministerio de Educación, Cultura y Deporte (MECD) Foro de Educación, Vol 17, Iss 27, Pp 11-36 (2019) |
| Popis: | 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 The research Project «The Appropriation of English as a Global Language in Castilla-La Mancha Schools: A multilingual, situated and comparative approach» – APINGLO-CLM – (Ref.: FFI2014-54179-C2-2-P), funded by the Spanish Ministry of Economy and Competitiveness (MINECO), 2015-2018 |
| Databáze: | OpenAIRE |
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