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 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 discoursesThe 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), 2015-201

Native speakerism and the construction of CLIL competence in teaching partnerships: reshaping participation frameworks in the bilingual classroom

© 2020 Informa UK Limited, trading as Taylor & Francis Group. English language education in the region of Castilla-La Mancha (Spain) has undergone significant change in the last decade with the rapid implementation of different types of CLIL-based Spanish-English bilingual programs. This situation places English linguistic competence at the center of controversy given the need for certified bilingual teachers participating in CLIL-type bilingual programs, who must comply with the minimum B2 level of English and are expected to engage in the successful teaching of content subjects. Within this context, this paper draws from a larger multi-sited linguistic ethnography and analyzes the organization of bilingual classroom interactions in a semi-private school that claims to implement a distinct language program built around teaching partnerships between ‘native’ language assistants (NLAs) and content teachers (CTs). We draw from critical research on communicative competence and changing definitions of workers in late capitalism to examine how linguistic and professional hierarchies are reconstructed within this bilingual classroom interactional order.Data in this article belongs to the APINGLO-CLM project ‘The appropriation of English as a global language in Castilla-La Mancha secondary schools: A multilingual, situated and comparative approach’, funded by the Spanish Ministry of Science and Innovation (Plan Nacional I+D + I 2014/Reference: FFI2014-54179-C2-2-P). It has also been possible thanks to the funds granted to the Research Consolidated Group LADIC, UCLM, co-financed by the European Union and the European Regional Development Fund (Ref: 2019-GRIN-26973

La diversidad cultural como problema: representaciones y prácticas escolares con adolescentes de origen latinoamericano (Madrid)

El artículo trata sobre el alumnado de origen latinoamericano de un centro público de educación secundaria obligatoria (eso) de Madrid. Este alumnado está sobrerrepresentado en varios dispositivos orientados a quienes presentan necesidades educativas especiales, por las que es propuesto mayoritariamente, al terminar la eso, hacia otros dispositivos que suponen abandonar el centro. Ello conlleva su alejamiento paulatino de una trayectoria académica “ordinaria”. A partir de una etnografía realizada de 2007 a 2009, se analizan las prácticas y representaciones de los docentes y de otros profesionales del centro por cuanto van tejiendo el entramado institucional en que se desarrolla la experiencia socioeducativa de estos alumnos y contribuyen a construir sus trayectorias académicas

Cultural Diversity as a Problem: Representations and School Practices with Adolescent Latin American Origin Immigrant Students (Madrid)

El artículo trata sobre el alumnado de origen latinoamericano de un centro público de educación secundaria obligatoria (eso) de Madrid. Este alumnado está sobrerrepresentado en varios dispositivos orientados a quienes presentan necesidades educativas especiales, por las que es propuesto mayoritariamente, al terminar la eso, hacia otros dispositivos que suponen abandonar el centro. Ello conlleva su alejamiento paulatino de una trayectoria académica “ordinaria”. A partir de una etnografía realizada de 2007 a 2009, se analizan las prácticas y representaciones de los docentes y de otros profesionales del centro por cuanto van tejiendo el entramado institucional en que se desarrolla la experiencia socioeducativa de estos alumnos y contribuyen a construir sus trayectorias académicas.This article focuses on Latin American immigrant students in a public secondary school in Madrid where school attendance is compulsory. Many of these students are assigned to programs for students with especial needs and in their final secondary year they are recommended to continue with alternative training programs. Both processes involve a progressive distancing from a conventional academic trajectory. Based on ethnographic research carried out from 2007 to 2009, we analyzed practices and representations of teachers and other educational professionals in the institution concerning immigrant students. These are the issues that sustain the framework in which these students experience education and set them to construct their academic trajectories.Depto. de Antropología Social y Psicología SocialFac. de Ciencias Políticas y SociologíaTRUEpu

The PREDICTS database: a global database of how local terrestrial biodiversity responds to human impacts

Biodiversity continues to decline in the face of increasing anthropogenic pressures such as habitat destruction, exploitation, pollution and introduction of alien species. Existing global databases of species’ threat status or population time series are dominated by charismatic species. The collation of datasets with broad taxonomic and biogeographic extents, and that support computation of a range of biodiversity indicators, is necessary to enable better understanding of historical declines and to project – and avert – future declines. We describe and assess a new database of more than 1.6 million samples from 78 countries representing over 28,000 species, collated from existing spatial comparisons of local-scale biodiversity exposed to different intensities and types of anthropogenic pressures, from terrestrial sites around the world. The database contains measurements taken in 208 (of 814) ecoregions, 13 (of 14) biomes, 25 (of 35) biodiversity hotspots and 16 (of 17) megadiverse countries. The database contains more than 1% of the total number of all species described, and more than 1% of the described species within many taxonomic groups – including flowering plants, gymnosperms, birds, mammals, reptiles, amphibians, beetles, lepidopterans and hymenopterans. The dataset, which is still being added to, is therefore already considerably larger and more representative than those used by previous quantitative models of biodiversity trends and responses. The database is being assembled as part of the PREDICTS project (Projecting Responses of Ecological Diversity In Changing Terrestrial Systems – www.predicts.org.uk). We make site-level summary data available alongside this article. The full database will be publicly available in 2015

Monoparentalidad por elección y revelación de los orígenes a los hijos nacidos por donación de gametos. El caso de España

Las Madres Solteras por Elección (mspe) que han concebido mediante donación de semen suelen revelar “sus orígenes” a los hijos/as y disponen de una rica narrativa para ello. Así, las mspe difieren de las parejas que acuden a la reproducción asistida a causa de la infertilidad del hombre. La explicación más frecuente de esta diferencia es que la revelación de “los orígenes” supone revelar simultáneamente la infertilidad y la inexistencia de vínculos biológicos entre hijo/a y padre social. Esto no se plantea con las mspe porque se trata de familias donde “no hay padre” y la ausencia de éste es objeto de un trabajo expreso de “desproblematización”, por ejemplo, desconsiderando al genitor como “donante”, papel que es disociado del de pareja o padre. A ello se añade la distinta legitimidad que tiene la procreación sexual según se trate de una mujer sola o de una mujer que vive en pareja

La diversidad cultural como problema: representaciones y prácticas escolares con adolescentes de origen latinoamericano (Madrid)

Cultural Diversity as a problem: representations and school practices with adolescent Latin American origin immigrant students (Madrid). This article focuses on Latin American immigrant students in a public secondary school in Madrid where school attendance is compulsory. Many of these students are assigned to programs for students with especial needs and in their final secondary year they are recommended to continue with alternative training programs. Both processes involve a progressive distancing from a conventional academic trajectory. Based on ethnographic research carried out from 2007 to 2009, we analyzed practices and representations of teachers and other educational professionals in the institution concerning immigrant students. These are the issues that sustain the framework in which these students experience education and set them to construct their academic trajectories

From Reflexivity to Normalization: Parents and Children Confronting Disclosure in Families Formed through Assisted Reproduction Involving Gamete Donation

This article explores how parents and children in families formed through assisted reproductive technologies involving gamete donation (ART-D) experience disclosure of children's genetic origins. We draw our data from a large study centered on attitudes and strategies towards disclosure in ART-D families in Spain and focus on a sub-sample of eighteen families (24 children) in which parents and children were interviewed and, often, observed in other organizational settings. This sample is primarily formed by female-led families (single mothers by choice and lesbian couples) and helps reveal how maternal/parental reflexive work and socialization strategies around their family project are reconstructed and appropriated by their children. We focus on three socialization strategies and contexts that are singled-out and discussed by adults and children: narratives about children's origins, family organizations, and teachable moments in daily interaction. The results show how children treat as unproblematic and ordinary aspects of their family experience and genetic origins that are at the center of maternal reflexive work and concerns. We close the article by discussing ways in which research and researchers can support the work that families are already leading around disclosure

La percepción de las personas sordas sobre la lectura: una mirada a la adolescencia

El presente estudio pone el acento en la percepción que las personas sordas tienen sobre la lectura, con una especial reflexión sobre la adolescencia. Describe cuáles son los hábitos de lectura de la población adolescente sorda, sus itinerarios y estilos lectores, marcados en muchas ocasiones por las dificultades a las que se enfrentan, pero también por una férrea voluntad de superar las barreras que les separan de la experiencia lectora