Ethnographic Perspectives to Teaching and Learning in Multilingual Contexts

Ana María Relaño Pastor


This special issue addresses the organization of teaching and learning in a variety of multilingual schooling contexts from different critical ethnographic perspectives (i.e.: critical sociolinguistic ethnography, linguistic anthropology, and language socialization). By analyzing a range of educational settings in Spain, the U.S., the U.K., Argentina, and Guatemala, the articles establish a dialogue with different ethnographically-oriented studies to understand the relationship between situated communicative practices, language policies, language ideologies, dominant discourses about bi-multilingualism, and wider social, cultural and economic processes.

Palabras clave

critical (socio) linguistic ethnography; reflexivity; bilingual/multilingual education; language ideologies; language policies

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e-ISSN: 1698-7802

DOI prefix: 10.14516/fde


FahrenHouse: Salamanca, España 

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