Gatekeeping the interactional R order: field access and linguistic ideologies in Content and Language Integrated Learning–type bilingual education programs in Spanish secondary schools

 

Poveda, D; Giampapa, F. y Relaño-Pastor, A. (2020, online first). Gatekeeping the interactional order: Field access and linguistic ideologies in Content and Language Integrated Learning-type bilingual education programs in Spanish secondary schools. Qualitative Research. 

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. Qualitative Research online access: https://doi.org/10.1177/1468794120909072

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