Language Socialization and CLIL Teachers’ Agency in Castilla-La Mancha Bilingual Programs: Appropriations and Transformations

Ana María Relaño Pastor

doi:10.14201/tw51pt93

Authors

Ana María Relaño Pastor Universidad de Castilla-La Mancha. Spain Author

DOI:

https://doi.org/10.14201/tw51pt93

Keywords:

Language socialization, narrative, CLIL, agency, professional identity

Abstract

Language socialization research in bilingual and multilingual settings, particularly across EFL (English as a Foreign Language) and ESL (English as a Second Language) contexts, has addressed the processes by which novices are «apprenticed» or mentored into the linguistic and nonlinguistic ideologies, values, practices, and stances (affective, epistemic, and other) of sociocultural groups to ultimately become «competent members» of these learning communities. However, one of the unexplored bilingual education contexts from a language socialization perspective refers to «Content and Language Integrated Learning» or CLIL, defined as «inclusive of a wide range of educational practices provided that these practices are conducted through the medium of an additional language and both language and the subject have a joint role». Taking these premises as a point of departure, this article discusses the language socialization processes CLIL teachers undergo to become competent members of the bilingual school communities (BSC) that have proliferated extensively in Castilla-La Mancha (CLM), Spain, in the last decade. Drawing on ethnographic data collected in four different bilingual state-funded and state-funded private schools in this region, the article analyzes the case of San Marcos’ teachers’ narratives of becoming and doing CLIL as «meta-agentive» discursive sites that display the ideologies and practices of professional personhood at stake in CLIL programs. The article further advances the latest ethnographic CLIL agenda interested in revealing the social processes involved in the organization of exclusionary practices in the era of the «bilingual» craze and pressure across different Spanish autonomous communities

References

Ahearn, L. M. (2001). Language and agency. Annual review of anthropology, 30(1), 109-137.

Ahearn, L. M. (2016). Living language: An introduction to linguistic anthropology. Chichester, U.K.: John Wiley & Sons.

Baquedano-López, P., & Kattan, S. (2008). Language socialization in schools. In Hornberger, N., & Duff, P. (Eds.), Encyclopedia of Language and Education, Vol. 8: Language Socialization [2nd ed.] (pp. 161-73). New York: Springer/Kluwer Academic Publishers.

Baquedano‐López, P., & Mangual Figueroa, A. (2012). Language socialization and immigration. In Duranti, A., Ochs, E., & Schieffelin, B. (Eds.), The Handbook of Language Socialization (pp. 536-64). Chichester, UK: Wiley-Blackwell.

Bayley, R., & Schecter, S. (Eds.). (2003). Language Socialization in Bilingual and Multilingual Societies. Clevedon, UK: Multilingual Matters.

Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243-262. doi: https://doi.org/10.1093/applin/amt011

Codó, E. (forthcoming). Global CLIL: Critical, Ethnographic and Language Policy Perspectives. London: Routledge (Routledge Critical Studies in Multilingualism Series).

Codó, E., & McDaid, J. (2019). English language assistants in the 21st century: Nation-state soft power in the experience economy. Language, Culture and Society, 1(2). John Benjamins.

Codó, E., & Patiño-Santos, A. (2017). CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school. Language Policy, 17(4), 479-499. doi: 10.1007/ s10993-017-9451-5.

Codó, E., & Relaño-Pastor, A. M. (in press). Researching multilingual education: Ethnographic perspectives. In Siry, C., & Fernández, R. (Eds.), Methodologies for research on teaching and learning. Luxembourg: Sense Publishers (Bold Visions in Education Research Series).

Consejería de Educación, Cultura y Deporte – Castilla-La Mancha. (2018). Castilla-La Mancha contará el próximo curso con una red de centros bilingües y plurilingües de calidad y refrendada por la comunidad educativa. Retrieved from https://www.castillalamancha.es/actualidad/notasdeprensa/castilla-la-mancha-contará-el-próximo-curso-con-una-red-de-centros-bilingües-y-plurilingües-de

Dalton-Puffer, C. (2012). A Postscript on Institutional Motivations, Research Concerns and Professional Implications. AILA Review, 25(1), 101-103. doi: https://doi.org/10.1075/aila.25.07dal

Dooly, M., & Masats, D. (2015). A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003-2012). Language Teaching 48(3), 343-372. doi: https://doi.org/10.1017/S0261444815000117

Duff, P. (2012). Second Language Socialization. In Duranti, A., Ochs, E., & Schieffelin, B. (Eds.), The Handbook of Language Socialization (pp. 564-587). Chichester, UK: Wiley-Blackwell.

Duff, P. A. (2010). Language socialization into academic discourse communities. Annual review of applied linguistics, 30, 169-192. doi: https://doi.org/10.1017/S0267190510000048

Duff, P. A., & Talmy, S. (2011). Language socialization approaches to second language acquisition: Social, cultural, and linguistic development in additional languages. In Atkinson, D. (Ed.), Alternative approaches to second language acquisition (pp. 95-116). Milton Park, Abingdon: Routledge.

Duranti, A. (2004). Agency in language. In Duranti. A. (Ed.), A companion to linguistic anthropology (pp. 451-473). Chichester, UK: Wiley-Blackwell.

Duranti, A., Ochs, E., & Schieffelin, B. (Eds.). (2012). The Handbook of Language Socialization. Chichester, UK: Wiley-Blackwell.

Fernández Barrera, A. (2017). Language appropriations, ideologies and identities in bilingual schools in Castilla-La Mancha (Spain). Bellaterra Journal of Teaching & Learning Language & Literature, 10(2), 41-58.

García-Sánchez, I. M. (2016). Language socialization and marginalization. In Bonvillain, N. (Ed.), The Routledge handbook of linguistic anthropology (pp. 159-174). London: Routledge.

García-Sánchez, I. M., & Mangual Figueroa, A. (2018, April). Communicative Competence: Looking within and across public schooling contexts to examine power, learning, and evaluation. Panel presented at the 2018 AERA Annual Meeting, New York City.

Garrett, P. B., & Baquedano-López, P. (2002). Language socialization: Reproduction and continuity, transformation and change. Annual Review of Anthropology, 31(1), 339-361. doi: https://doi.org/10.1146/annurev.anthro.31.040402.085352

Labajos Miquel, D., & Martín Rojo, L. (with López Muñoz, M.). (2011). Content integration in bilingual education: Educational and interactional practices in the context of MEC-British Council partnership in Madrid region. In Escobar Urmeneta, C., Evnitskaya, N., Moore, E., & Patiño, A. (Eds.), AICLE-CLIL-EMILE: Educació plurilingüe. Experiencias, research & polítiques (pp. 65-81). Bellaterra: Servei de Publicacions de la Universitat Autónoma de Barcelona.

Lasagabaster, D., & Ruiz de Zarobe, Y. (2010). CLIL in Spain: Implementation, results and teacher training. Newcastle, UK: Cambridge Scholars Publishing.

Llinares, A., & Morton, T. (Eds.). (2017). Applied linguistics perspectives on CLIL [Vol. 47]. Amsterdam: John Benjamins Publishing Company.

Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge: Cambridge University Press.

Marsh, D. (2002). CLIL/EMILE-The European dimension: Actions, trends and foresight potential. University of Jyväskylä, Finland: UniCOM, Continuing Education Centre.

Martín Rojo, L. (2013). (De)capitalising students through linguistic practices: A comparative analysis of new educational programmes in the global era. In Duchêne, A., Moyer, M., & Roberts, C. (Eds.), Language, migration and social inequalities: A critical perspective on institutions and work (pp. 118-146). Bristol, UK: Multilingual Matters.

Miller, P. J., Koven, M., & Lin, S. (2011). Language socialization and narrative. In Duranti, A., Ochs, E., & Schieffelin, B. (Eds.), The Handbook of Language Socialization (pp. 190-208). Chichester, UK: Wiley-Blackwell.

Morton, T. (2016). Being a language teacher in the content classroom: Teacher identity and content and language integrated learning (CLIL). In Preece, S. (Ed.), The Routledge handbook of language and identity (pp. 382-395). London: Routledge.

Ochs, E. (2002). Becoming a speaker of culture. In Kramsch, C. (Ed.), Language acquisition and language socialization (pp. 99-120). London: Continuum.

Ochs, E., & Capps, L. (1996). Narrating the self. Annual review of anthropology, 25(1), 19-43. doi: https://doi.org/10.1146/annurev.anthro.25.1.19

Ochs, E., & Schieffelin, B. B. (2008). Language socialization: An historical overview. In Duff, P., & Hornberger, N. (Eds.), Encyclopedia of Language and Education, Vol. 8: Language Socialization (pp. 3-15). New York. Springer.

Ochs, E., & Schieffelin, B. B. (2012). The theory of language socialization. In Duranti, A., Ochs, E., & Schieffelin, B. (Eds.), The Handbook of Language Socialization (pp. 1-21). Chichester, UK: Wiley-Blackwell.

Patiño-Santos, A. (2012). The discursive construction of school failure: A critical ethnographical sociolinguistics in a school in Madrid. Spanish in Context, 8(2), 235- 256. doi: https://doi.org/10.1075/sic.8.2.03pat

Patiño-Santos, A. (2018). «No-one told me it would all be in Catalan!» – narratives and language ideologies in the Latin American community at school. International Journal of the Sociology of Language, 250, 59-86. doi: https://doi.org/10.1515/ijsl-2017-0055

Pérez-Cañado, M. L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315-341.

Pérez-Milans, M., & Patiño-Santos, A. (2014). Language education and institutional change in a Madrid multilingual school. International Journal of Multilingualism, 11(4), 449-470. doi: https://doi.org/10.1080/14790718.2014.944532

Poveda, D., Giampapa, F., & Relaño-Pastor, Ana M. (forthcoming). Gatekeeping the interactional order: Field access and linguistic ideologies in CLIL-type bilingual education programs in Spanish secondary schools. Qualitative Research.

Relaño Pastor, A. M. (2014). Shame and Pride in Narrative: Mexican Women’s Language Experiences at the U.S.-Mexico Border. London: Palgrave Macmillan.

Relaño-Pastor, A. (2015). The Commodification of English in «Madrid, comunidad bilingüe»: Insights from the CLIL Classroom. Language Policy, 14(2), 131-152. doi: https://doi.org/10.1007/s10993-014-9338-7

Relaño-Pastor, A. (2018a). Bilingual Education and Neoliberal CLIL Practices. In Tollefson, J. W., & Pérez-Milans, M. (Eds.), The Oxford Handbook of Language Policy and Planning (pp. 505-525). Oxford: Oxford University Press.

Relaño-Pastor, A. (2018c). Understanding Bilingualism in Castilla-La Mancha: Emotional and Moral Stancetaking in Parental Narratives. Revista Española de Lingüística Aplicada, 31(2), 578-604. doi: https://doi.org/10.1515/ijsl-2017-0057

Relaño-Pastor, A. M. (2018b). Narrative Circularity, Disputed Transformations, and Bilingual Appropriations at a Public School «Somewhere in La Mancha». International Journal of the Sociology of Language, [250 special issue], 87-112.

Ruiz de Zarobe, Y. (2013). CLIL implementation: From policy-makers to individual initiatives. International Journal of Bilingual Education and Bilingualism, 16(3), 231-243. doi: 10.1080/13670050.2013.777383

Rymes, B. (2014). Communicating beyond language: Everyday encounters with diversity. New York: Routledge.

Sacks, H., Schegloff, E., & Jefferson, G. (1974). A Simplest Systematics for the Organization of Turn-Taking for Conversation. Language, 50(4), 696-735. doi:10.2307/412243

Schieffelin, B., & Ochs, E. (1986). Language socialization. Annual Review of Anthropology, 15, 163-191.doi: https://doi.org/10.1146/annurev.an.15.100186.001115

Watson‐Gegeo, K. A. (2004). Mind, language, and epistemology: Toward a language socialization paradigm for SLA. The Modern Language Journal, 88(3), 331-350. doi: https://doi.org/10.1111/j.0026-7902.2004.00233.x