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

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 l...

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Main Author: David Poveda
Format: Article
Language:deu
Published: FahrenHouse 2019-06-01
Series:Foro de Educación
Subjects:
Online Access:https://www.forodeeducacion.com/ojs/index.php/fde/article/view/700
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spelling doaj-225351039d6a48dda9cca14b686197c42020-11-25T01:28:15ZdeuFahrenHouseForo de Educación1698-77991698-78022019-06-011727113610.14516/fde.700486Bilingual Beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central SpainDavid Poveda0Universidad Autónoma de MadridThis 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.https://www.forodeeducacion.com/ojs/index.php/fde/article/view/700Bilingual EducationLanguage IdeologiesAdolescent StudentsLinguistic Ethnography
collection DOAJ
language deu
format Article
sources DOAJ
author David Poveda
spellingShingle David Poveda
Bilingual Beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central Spain
Foro de Educación
Bilingual Education
Language Ideologies
Adolescent Students
Linguistic Ethnography
author_facet David Poveda
author_sort David Poveda
title Bilingual Beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central Spain
title_short Bilingual Beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central Spain
title_full Bilingual Beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central Spain
title_fullStr Bilingual Beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central Spain
title_full_unstemmed Bilingual Beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central Spain
title_sort bilingual beyond school: students’ language ideologies in bilingual programs in south-central spain
publisher FahrenHouse
series Foro de Educación
issn 1698-7799
1698-7802
publishDate 2019-06-01
description 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.
topic Bilingual Education
Language Ideologies
Adolescent Students
Linguistic Ethnography
url https://www.forodeeducacion.com/ojs/index.php/fde/article/view/700
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