scholarly journals Doing CLIL in the Science Classroom: a Critical Sociolinguistic Ethnography in La Mancha Secondary Schools

2019 ◽  
Vol 17 (27) ◽  
pp. 37-63 ◽  
Author(s):  
Alicia Fernández-Barrera
Keyword(s):  
Secondary Schools ◽  
Science Classroom ◽  
La Mancha ◽  
Sociolinguistic Ethnography

scholarly journals Competing Bilingual Schools in La Mancha City: Teachers’ Responses to Neoliberal Language Policy and CLIL Practices

2018 ◽  
Vol 16 (25) ◽  
pp. 283 ◽  
Author(s):  
Ana María Relaño Pastor ◽  
Alicia Fernández Barrera
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Global Market ◽  
English Language Teaching ◽  
Bilingual Programs ◽  
English Bilingual ◽  
La Mancha ◽  
Neoliberal Ideology ◽  
Bilingual Schools ◽  
Sociolinguistic Ethnography

This article analyzes how neoliberalism as ideology and practice permeates CLIL-type bilingual education teachers’ narratives collected as part of the sociolinguistic ethnography conducted in four Spanish-English bilingual schools in La Mancha City (pseudonym). The rapid implementation of Spanish-English bilingual programs in Castilla-La Mancha schools in the last decade (e.g. «MEC/British» programs; «Linguistic Programs» regulated by the regional «Plan of Plurilingualism», last amended in 2018; «Bilingual Programs» in semi-private schools) invites to reflect on how neoliberalism plays a role in the commodification of English language teaching and learning in these programs. Particularly, the article discusses how teachers participating in these programs position themselves towards their personal experiences teaching CLIL (Content and Language Integrated Learning) subjects in these bilingual programs. The analysis shows how these teachers are appropriating and resisting in some cases bilingualism as a neoliberal ideology and practice that reconfigures their professional identities as self-governing free subjects who must know English at all costs to compete in the highly commodified global market of English.

scholarly journals Students, Teachers and Management Teams in Bilingual Programmes: Shared Perceptions and Areas for Improvement

2019 ◽  
Vol 17 ◽  
pp. 277
Author(s):  
Esther Nieto Moreno de Diezmas
Keyword(s):  
Data Collection ◽  
Secondary Schools ◽  
Native Language ◽  
English Teachers ◽  
Management Teams ◽  
Lay Theories ◽  
Integrated Learning ◽  
Shared Beliefs ◽  
La Mancha ◽  
Perceptions Of Students

This paper explores the shared beliefs and perceptions of students and teachers in CLIL (Content and Language Integrated Learning) programmes. Unlike in most studies, this research considers the perspectives of all categories of teachers involved when implementing CLIL, including the members of the management teams, along with CLIL programme coordinators, CLIL teachers and English teachers. A total of 114 participants from two state secondary schools located in two provinces of Castilla-La Mancha took part in the study. The instruments used for data collection were Likert type questionnaires containing between 21 and 59 questions that were supplemented with open-ended questions and interviews. Results showed various sources of tension among stakeholders, shared lay theories about bilingualism such as idealization of the native language assistant, and revealed some shortcomings in the implementation of the bilingual programmes for issues such as coordination and shortage of resources.

AN EMPIRICAL STUDY ON THE INTEGRATION OF COMPUTATIONAL THINKING PRINCIPLES IN PRIMARY AND SECONDARY SCHOOLS OF CASTILLA-LA MANCHA

2017 ◽  
Author(s):  
Pablo Bermejo ◽  
Aurelio Bermúdez ◽  
Carmen Carrión ◽  
Gregorio Díaz ◽  
Gerardo Fernández ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Empirical Study ◽  
Computational Thinking ◽  
La Mancha

Associations between school-level environment and science classroom environment in secondary schools

1995 ◽  
Vol 25 (3) ◽  
pp. 333-351 ◽  
Author(s):  
Jeffrey P. Dorman ◽  
Barry J. Fraser ◽  
Campbell J. McRobbie
Keyword(s):  
Secondary Schools ◽  
Classroom Environment ◽  
Science Classroom ◽  
School Level

Understanding bilingualism in La Mancha schools

2018 ◽  
Vol 31 (2) ◽  
pp. 578-604 ◽  
Author(s):  
Ana María Relaño Pastor
Keyword(s):  
Bilingual Education ◽  
Narrative Analysis ◽  
Global Market ◽  
Bilingual Programs ◽  
Autonomous Region ◽  
La Mancha ◽  
Conversational Narrative ◽  
Group Interviews ◽  
Sociolinguistic Ethnography ◽  
Shed Light

Abstract This article discusses narratives of bilingualism told in parental group interviews conducted as part of the critical sociolinguistic ethnography carried out in public and semi-private bilingual schools of the autonomous region of Castilla-La Mancha (Spain). School stakeholders in this region are still adapting to the rapid implementation of bilingual programs in this region, which are transforming classroom linguistic practices and circulating discourses about bilingualism, bilingual education, and the bilingual subject. Among them, families are trying to reconcile their language desires and aspirations for English and bilingualism with the understanding of the type of bilingual education their children are receiving. By taking a social interactional approach to narrative combined with anthropological approaches to the study of conversational narrative, this article analyzes parents’ emotional and moral stancetaking in narratives of bilingualism. The narrative analysis will shed light on how families in Castilla-La Mancha are appropriating bilingualism as ideology and practice in the highly commodified global market of English.

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