Abstract

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.

摘要

在过去的十年中，随着各种基于CLIL的西班牙语-英语双语计划的迅速实施，卡斯蒂利亚-拉曼恰（西班牙）地区的英语教育发生了重大变化。这种情况使英语语言能力成为争议的中心，因为需要参加CLIL型双语计划的认证双语教师，他们必须遵守最低的B2英语水平，并有望成功地完成内容学科的教学。在这种情况下，本文借鉴了一个较大的多场所语言人种志，并分析了一家半私立学校的双语课堂互动组织，该校声称实施围绕“本地”语言助手（NLA）和内容老师之间的教学伙伴关系建立的独特语言计划（ CTs）。我们从对交流能力和后期资本主义中工人的定义变化的批判性研究中汲取经验，以研究如何在双语课堂互动秩序中重建语言和专业等级制度。