Gatekeeping the Interactional Order: Field Access and Linguistic Ideologies in Secondary Schools in Spain

• In Event: 41.084 - Roundtable Session 16
  In Roundtable Session: 41.084-16 - Equity and Identity: Language and Literacy Tools for Change

Abstract

This paper reflexively discusses field access as a continuous process in linguistic ethnographic fieldwork and how it can create rich data spaces. We draw on an on-going critical sociolinguistic ethnography on the implementation of English-Spanish "bilingual programs" conducted in three secondary schools in a mid-sized city in central Spain. We have identified three participant stances, ways in which participants understand research: as reporting, as evaluation and as an opportunity for professional development. These stances have allowed developing three associated research devices (Law and Ruppert, 2013): gatekeeping, staging and co-designing. Our analysis invites rethinking the imagined primacy of the interactional order and of 'naturally occurring classroom interaction' in critical sociolinguistic educational ethnography and opens various ethical issues.

Authors

• David Patrick Poveda, Universidad Autónoma de Madrid

• Frances Giampapa, University of Bristol

• Ana María Relaño-Pastor, Universidad de Castilla - La Mancha

• Alicia Fernández, Universidad de Castilla - La Mancha