The aim of this article is to report the partial findings resulting from a phenomenological study that intends to document the theoretical and empirical sources to inform a curricular proposal for the linguistic component of a major on bilingual education. From the theoretical point of view, this paper will present several perspectives about curriculum in tertiary education and the role of linguistics in a major on bilingual education. As for the empirical data, the paper will document how some professors in the second language teaching and linguistics fields, when analyzing the linguistic component of the curriculum in the major, advocate for a conscious use of metalanguage, the choice of content that empower student teachers to build their praxis and compete in their field, the use of the first and second language for instruction, and a switch towards the problemic nature of the object of study rather than the subdiscipline fragmentation of knowledge. This paper also triangulates some of the participants’ perspectives with existing theory in an attempt to reach more informed grounds for a curricular proposal.

中文翻译：

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双语双语预科课程

本文的目的是报告现象学研究的部分结果，该研究旨在记录理论和经验来源，以指导针对双语教育专业语言学组成部分的课程建议。从理论的角度，本文将提出有关高等教育课程设置以及语言学在双语教育专业中的作用的几种观点。至于经验数据，本文将记录第二语言教学和语言学领域的一些教授如何在分析该专业课程的语言成分时，提倡有意识地使用元语言，选择能够赋予学生教师权力的内容建立自己的实践并在自己的领域竞争，使用第一语言和第二语言进行教学，并转向研究对象的问题性质，而不是知识的学科交叉。本文还用现有的理论对参与者的一些观点进行了三角剖分，以期为课程建议找到更充分的依据。