Papers by Elisa A Hidalgo McCabe
TESOL-SPAIN Selected Papers , 2016
Many time, we have heard teachers, including ourselves, lament the lack of engagement on the part... more Many time, we have heard teachers, including ourselves, lament the lack of engagement on the part of students in their learning. The disengagement is made manifest in many ways, such as students using their cell phones and laptops in class to participate in social media, speaking in their first language to whisper jokes to their classmates, and not doing assigned work outside of class. Engaging in the activity of the classroom is not always valued by students; at the same time, it something we feel that learners can come to embrace, at least to some extent, through an approach which focuses on scaffolding students' identity into a learning community. In this article, we draw on current considerations of identity and learning to suggest ways in which teachers can strive to work with students to create a classroom community conducive to the consideration of learner identity.
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Journal of Language, Identity & Education, 2020
This study looks into the affective factors influencing students’ experiences in Content and Lang... more This study looks into the affective factors influencing students’ experiences in Content and Language Integrated Learning (CLIL) at the beginning of bilingual secondary education (at the age of 11-12), when being streamed into two strands with a different degree of exposure to CLIL, depending on their linguistic competence. Results were drawn from 10 structured interviews with students spotted as salient cases in 157 validated questionnaires. Students’ responses to the interviews were analyzed following Grounded Theory. The categories emerging from the analysis are related to students’ values, attitudes and beliefs towards bilingual education, their motivation, perceptions on learning, and degree of satisfaction with their strand. Our findings indicate that instrumental motivation plays an important role in these students’ views, which vary depending on the strand: i.e. students in the high-exposure strand seem to see themselves more at ease and in control of their choices, whereas low-exposure strand students experience more ambivalence over the transition.
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The publication of the volumen "Occupy. The spatial dynamics of discourse in global p... more The publication of the volumen "Occupy. The spatial dynamics of discourse in global protest movements," edited by Luisa Martín Rojo, opens up a new field of discourse studies in which the focus lies on space, in a dynamic sense. For this reason, and as part of the forum e
-conversa (hosted by the International Association of Discourse Studies and Society (EDiSo); http://www.edisoportal.org/Ediso), it was suggested to read the introduction (the Spanish translation of which is included in this issue ofDiscurso y Sociedad) and to debate over some of the topics presented in the book. The result consists of several contributions which, by taking Martin Rojo’s text as the starting point, reflect on spatial practices, the role of mass media and social networks, the new emerging political subject, counter-hegemonic formations, multilingualism, and prefigurative practices, among other issues. Thus, this dialogic text is an invitation to continue thinking about discourse analysis from a new perspective linked to space.
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Book chapters by Elisa A Hidalgo McCabe
Language and neoliberal governmentality, 2019
In the last decade, the Madrid Regional Government has carried out an educational policy based on... more In the last decade, the Madrid Regional Government has carried out an educational policy based on two main axes: on one hand, the extension of parental choice as a new model that organises the school choice experience of families; and, on the other, the promotion of the Spanish-English Bilingual Programme (BP) across the network of state and charter schools. The aim of this chapter is to present the ways in which the ideologies and discourses surrounding these two policies respond to new economic principles that have transformed the field of public education and schooling. Mainly, we focus on the ways in which the processes that govern markets serve as examples of neoliberal governmentality (Foucault, transl. 2007), imposing the need for schools and students to be competitive and profitable. To this end, we present ethnographic data gathered from semi-structured interviews with teachers and school leaders in three state schools in order to address how these shifting discourses in education are experienced in specific educational contexts. In particular, we can observe how schools that take part in certain programmes such as the BP are positioned as ‘the better ones’, placing other schools and programmes as ‘less valued ones’. In the transition from primary to secondary education, streaming processes within the BP contribute to the hierarchisation of students, who are classified in two strands (High- and Low-Exposure) -on the basis of their English proficiency level. Under such conditions, the critical focus we take in this chapter addresses the problematic assumptions of freedom of choice, equity and equal opportunity taking place amid the interplay of the BP and parental choice as paradigm of a neoliberal rationality in the terrain of public education.
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Papers by Elisa A Hidalgo McCabe
-conversa (hosted by the International Association of Discourse Studies and Society (EDiSo); http://www.edisoportal.org/Ediso), it was suggested to read the introduction (the Spanish translation of which is included in this issue ofDiscurso y Sociedad) and to debate over some of the topics presented in the book. The result consists of several contributions which, by taking Martin Rojo’s text as the starting point, reflect on spatial practices, the role of mass media and social networks, the new emerging political subject, counter-hegemonic formations, multilingualism, and prefigurative practices, among other issues. Thus, this dialogic text is an invitation to continue thinking about discourse analysis from a new perspective linked to space.
Book chapters by Elisa A Hidalgo McCabe
-conversa (hosted by the International Association of Discourse Studies and Society (EDiSo); http://www.edisoportal.org/Ediso), it was suggested to read the introduction (the Spanish translation of which is included in this issue ofDiscurso y Sociedad) and to debate over some of the topics presented in the book. The result consists of several contributions which, by taking Martin Rojo’s text as the starting point, reflect on spatial practices, the role of mass media and social networks, the new emerging political subject, counter-hegemonic formations, multilingualism, and prefigurative practices, among other issues. Thus, this dialogic text is an invitation to continue thinking about discourse analysis from a new perspective linked to space.