Ana María Relaño-Pastor
Biographic Data
| ID | 341290 |
|---|---|
| NAME | Ana María Relaño-Pastor |
| GIVEN NAMES | Ana María |
| FAMILY NAME | Relaño-Pastor |
| SIGNATURE | RELAÑO-PASTOR A M |
| AFFILIATIONS | University of Castilla-La Mancha |
| ORCID | 0000-0003-4445-6715 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 5 |
English Immersion as Family Language Policy in Spanish Households
This article explores English immersion as a type of family language policy in the Spanish region of Castilla-La Mancha. Although the field of family language policy (FLP) has exponentially grown in the last decade to include a range of multilingual contexts across the world, the policies regarding the use of English in monolingual Spanish households have received little attention. Due to the global spread of English, Spanish families invest in t…
Native speakerism and the construction of CLIL competence in teaching partnerships
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…
Perceived Social Support, School Adaptation and Adolescents’ Subjective Well-Being
Gatekeeping the interactional order
This article reflexively discusses field access as a continuous process in linguistic ethnographic fieldwork and illustrates how interactions generated during negotiations to establish a research collaboration, initial contacts with participants or data gathered to complement audio-visual recordings of naturally occurring interaction can, in fact, become rich sources to answer research questions. The discussion is based on a critical sociolinguis…
The ‘native speaker effects’ in the construction of elite bilingual education in Castilla-La Mancha
This article focuses on the ‘native speaker effects’ (Doerr, N. M., ed. 2009. The Native Speaker Concept: Ethnographic Investigations of Native Speaker Effects. Berlin: Mouton de Gruyter) pertaining to the construction of eliteness in Spanish-English CLIL-type bilingual programmes in the autonomous community of Castilla-La Mancha (Spain). We focus our attention on St. Teo’s school, one of the target schools of the sociolinguistic ethnography carr…
Narrative circulation, disputed transformations, and bilingual appropriations at a public school “somewhere in La Mancha
This article addresses the narratives of bilingualism that emerged in ethnographic interviews with members of Sancho’s Primary in La Mancha city (Spain), whose prestige as the first MEC/British bilingual school in town has been disputed, transformed and eventually socially accepted as competitively eligible in the global market for two decades. By bringing to the fore a perspective of heteroglossia, the article discusses stakeholders’ stancetakin…
La vivencia del idioma en mujeres migrantes. Mexicanas en Estados Unidos y marroquíes en España
Este trabajo se centra en las narrativas de inmigrantes mexicanas y marroquíes acerca de su vivencia idiomática en San Diego (California) y en el poniente almeriense (Andalucía), respectivamente. Se analizan las vivencias de inserción en las comunidades de acogida a través de los aspectos instrumentales e ideológicos del idioma, enfocando nuestra atención en los procesos de reconstrucción identitaria de mexicanas y marroquíes en ambos contextos. …
Arqueología Pública en España
Narrative enquiry in transnational migratory contexts
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Shame and Pride in Narrative
This book analyzes personal experiences of language through the voices of Mexican immigrant women, in relation to the racialization discourses that frame the social life of Mexican immigrant communiti
The commodification of English in ‘Madrid, comunidad bilingüe’
La socialización lingüística en La Clase Mágica
Este artículo analiza la socialización lingüística que tiene lugar en La Clase Mágica (Vásquez 2003), un programa extracurricular de carácter bilingüe y bicultural, dirigido a satisfacer las necesidades lingüísticas y culturales de la comunidad latina, mayoritariamente de origen mexicano, en el condado de San Diego (California). Siguiendo los parámetros metodológicos de la socialización lingüística, los datos emergen de la observación participant…
Language programs at Villababel High
This article explores language ideologies underlying two language programs implemented in one secondary school in Madrid (Spain). The Spanish for newcomers immersion program (Aula de Enlace) is aimed at immigrant origin students who do not know or have a poor command of Spanish; and the Spanish–English bilingual program targets students from different cultural and national backgrounds with a good command of English. These two language programs ex…
Crossing Language and Identity as a Critical Border Ethnographer in Southern California
This article discusses the language and identity challenges I faced as a critical border ethnographer from Spain doing fieldwork in Southern California. I focus on the multiple positionings that I negotiated doing fieldwork in La Clase Mágica (The Magic Class), a computer-based, after-school bilingual program for Mexican/Mexican American/Chicano-a children, youth, and adults in Southern California. The article explores the processes of transforma…
Through U.S. Eyes
This article offers an overview of the main language education policies aimed at addressing the needs of immigrant background students currently implemented in Spain's multilingual schools. In particular, the article examines the politics of segregation of language immersion programs for newcomers in the Spanish State, as well as their relationship with other language learning programs implemented as part of European initiatives to promote the us…
Ethnic categorization and moral agency in ‘fitting in’ narratives among Madrid immigrant students
This article examines a group of ‘fitting in’ narratives told by students with different migrant backgrounds in focus group interviews. These narratives indicate shared experiences of adaptation and transformation among these students in Madrid’s multilingual/multicultural schools and Spanish society . I argue that these narratives were told in interaction and constrained by the moderators’ development of the topic-talk at hand, emerging only as …
Curricular perspectives in the heritage language context
Spanish heritage language (SHL) programmes in post-secondary institutions must continue to redesign their curricula to accommodate the needs of a growing Latino population with a broad range of bilingual competencies. Despite the proliferation of research in heritage languages, pedagogically based research that incorporates students' voices is scarce. Though several studies have attempted to assess student attitudes and preferences at targeted le…
Policy and Practice in Madrid Multilingual Schools
This article focuses on Spain's most recent implementing of education policies designed to address the needs of immigrant students. It overviews how the latest education policies do not meet the needs of a diverse body of students, drawing on information provided in focus group interviews from several Madrid schools, as well as from other official documents, including different manifestos and letters of rejection to some of the latest education p…
Competing Language Ideologies in a Bilingual/Bicultural After-School Program in Southern California
This article looks at the competing language ideologies that preschool children negotiate in Mi Clase Mágica (MCM), a Spanish–English bilingual/bicultural after-school program in San Diego. It examines children's language choice in interactions with peers and adults taking place at computer and tareas (homework) activities. Data comes from long-term participant observation; audio- and videotaping; field notes by adult participants; and interviews…
Curricular perspectives in the heritage language context
Spanish heritage language (SHL) programmes in post-secondary institutions must continue to redesign their curricula to accommodate the needs of a growing Latino population with a broad range of bilingual competencies. Despite the proliferation of research in heritage languages, pedagogically based research that incorporates students' voices is scarce. Though several studies have attempted to assess student attitudes and preferences at targeted le…
The commodification of English in ‘Madrid, comunidad bilingüe’
Ethnic categorization and moral agency in ‘fitting in’ narratives among Madrid immigrant students
This article examines a group of ‘fitting in’ narratives told by students with different migrant backgrounds in focus group interviews. These narratives indicate shared experiences of adaptation and transformation among these students in Madrid’s multilingual/multicultural schools and Spanish society . I argue that these narratives were told in interaction and constrained by the moderators’ development of the topic-talk at hand, emerging only as …
Perceived Social Support, School Adaptation and Adolescents’ Subjective Well-Being
The ‘native speaker effects’ in the construction of elite bilingual education in Castilla-La Mancha
This article focuses on the ‘native speaker effects’ (Doerr, N. M., ed. 2009. The Native Speaker Concept: Ethnographic Investigations of Native Speaker Effects. Berlin: Mouton de Gruyter) pertaining to the construction of eliteness in Spanish-English CLIL-type bilingual programmes in the autonomous community of Castilla-La Mancha (Spain). We focus our attention on St. Teo’s school, one of the target schools of the sociolinguistic ethnography carr…
Policy and Practice in Madrid Multilingual Schools
This article focuses on Spain's most recent implementing of education policies designed to address the needs of immigrant students. It overviews how the latest education policies do not meet the needs of a diverse body of students, drawing on information provided in focus group interviews from several Madrid schools, as well as from other official documents, including different manifestos and letters of rejection to some of the latest education p…
Crossing Language and Identity as a Critical Border Ethnographer in Southern California
This article discusses the language and identity challenges I faced as a critical border ethnographer from Spain doing fieldwork in Southern California. I focus on the multiple positionings that I negotiated doing fieldwork in La Clase Mágica (The Magic Class), a computer-based, after-school bilingual program for Mexican/Mexican American/Chicano-a children, youth, and adults in Southern California. The article explores the processes of transforma…
Competing Language Ideologies in a Bilingual/Bicultural After-School Program in Southern California
This article looks at the competing language ideologies that preschool children negotiate in Mi Clase Mágica (MCM), a Spanish–English bilingual/bicultural after-school program in San Diego. It examines children's language choice in interactions with peers and adults taking place at computer and tareas (homework) activities. Data comes from long-term participant observation; audio- and videotaping; field notes by adult participants; and interviews…
Narrative circulation, disputed transformations, and bilingual appropriations at a public school “somewhere in La Mancha
This article addresses the narratives of bilingualism that emerged in ethnographic interviews with members of Sancho’s Primary in La Mancha city (Spain), whose prestige as the first MEC/British bilingual school in town has been disputed, transformed and eventually socially accepted as competitively eligible in the global market for two decades. By bringing to the fore a perspective of heteroglossia, the article discusses stakeholders’ stancetakin…
English Immersion as Family Language Policy in Spanish Households
This article explores English immersion as a type of family language policy in the Spanish region of Castilla-La Mancha. Although the field of family language policy (FLP) has exponentially grown in the last decade to include a range of multilingual contexts across the world, the policies regarding the use of English in monolingual Spanish households have received little attention. Due to the global spread of English, Spanish families invest in t…
Competing Language Ideologies in a Bilingual/Bicultural After-School Program in Southern California
This article looks at the competing language ideologies that preschool children negotiate in Mi Clase Mágica (MCM), a Spanish–English bilingual/bicultural after-school program in San Diego. It examines children's language choice in interactions with peers and adults taking place at computer and tareas (homework) activities. Data comes from long-term participant observation; audio- and videotaping; field notes by adult participants; and interviews…
Curricular perspectives in the heritage language context
Spanish heritage language (SHL) programmes in post-secondary institutions must continue to redesign their curricula to accommodate the needs of a growing Latino population with a broad range of bilingual competencies. Despite the proliferation of research in heritage languages, pedagogically based research that incorporates students' voices is scarce. Though several studies have attempted to assess student attitudes and preferences at targeted le…
Policy and Practice in Madrid Multilingual Schools
This article focuses on Spain's most recent implementing of education policies designed to address the needs of immigrant students. It overviews how the latest education policies do not meet the needs of a diverse body of students, drawing on information provided in focus group interviews from several Madrid schools, as well as from other official documents, including different manifestos and letters of rejection to some of the latest education p…
Ethnic categorization and moral agency in ‘fitting in’ narratives among Madrid immigrant students
This article examines a group of ‘fitting in’ narratives told by students with different migrant backgrounds in focus group interviews. These narratives indicate shared experiences of adaptation and transformation among these students in Madrid’s multilingual/multicultural schools and Spanish society . I argue that these narratives were told in interaction and constrained by the moderators’ development of the topic-talk at hand, emerging only as …
Language programs at Villababel High
This article explores language ideologies underlying two language programs implemented in one secondary school in Madrid (Spain). The Spanish for newcomers immersion program (Aula de Enlace) is aimed at immigrant origin students who do not know or have a poor command of Spanish; and the Spanish–English bilingual program targets students from different cultural and national backgrounds with a good command of English. These two language programs ex…
Crossing Language and Identity as a Critical Border Ethnographer in Southern California
This article discusses the language and identity challenges I faced as a critical border ethnographer from Spain doing fieldwork in Southern California. I focus on the multiple positionings that I negotiated doing fieldwork in La Clase Mágica (The Magic Class), a computer-based, after-school bilingual program for Mexican/Mexican American/Chicano-a children, youth, and adults in Southern California. The article explores the processes of transforma…
Through U.S. Eyes
This article offers an overview of the main language education policies aimed at addressing the needs of immigrant background students currently implemented in Spain's multilingual schools. In particular, the article examines the politics of segregation of language immersion programs for newcomers in the Spanish State, as well as their relationship with other language learning programs implemented as part of European initiatives to promote the us…
La socialización lingüística en La Clase Mágica
Este artículo analiza la socialización lingüística que tiene lugar en La Clase Mágica (Vásquez 2003), un programa extracurricular de carácter bilingüe y bicultural, dirigido a satisfacer las necesidades lingüísticas y culturales de la comunidad latina, mayoritariamente de origen mexicano, en el condado de San Diego (California). Siguiendo los parámetros metodológicos de la socialización lingüística, los datos emergen de la observación participant…
Shame and Pride in Narrative
This book analyzes personal experiences of language through the voices of Mexican immigrant women, in relation to the racialization discourses that frame the social life of Mexican immigrant communiti
The commodification of English in ‘Madrid, comunidad bilingüe’
Narrative enquiry in transnational migratory contexts
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
La vivencia del idioma en mujeres migrantes. Mexicanas en Estados Unidos y marroquíes en España
Este trabajo se centra en las narrativas de inmigrantes mexicanas y marroquíes acerca de su vivencia idiomática en San Diego (California) y en el poniente almeriense (Andalucía), respectivamente. Se analizan las vivencias de inserción en las comunidades de acogida a través de los aspectos instrumentales e ideológicos del idioma, enfocando nuestra atención en los procesos de reconstrucción identitaria de mexicanas y marroquíes en ambos contextos. …
Arqueología Pública en España
Narrative circulation, disputed transformations, and bilingual appropriations at a public school “somewhere in La Mancha
This article addresses the narratives of bilingualism that emerged in ethnographic interviews with members of Sancho’s Primary in La Mancha city (Spain), whose prestige as the first MEC/British bilingual school in town has been disputed, transformed and eventually socially accepted as competitively eligible in the global market for two decades. By bringing to the fore a perspective of heteroglossia, the article discusses stakeholders’ stancetakin…
The ‘native speaker effects’ in the construction of elite bilingual education in Castilla-La Mancha
This article focuses on the ‘native speaker effects’ (Doerr, N. M., ed. 2009. The Native Speaker Concept: Ethnographic Investigations of Native Speaker Effects. Berlin: Mouton de Gruyter) pertaining to the construction of eliteness in Spanish-English CLIL-type bilingual programmes in the autonomous community of Castilla-La Mancha (Spain). We focus our attention on St. Teo’s school, one of the target schools of the sociolinguistic ethnography carr…
Native speakerism and the construction of CLIL competence in teaching partnerships
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…
Perceived Social Support, School Adaptation and Adolescents’ Subjective Well-Being
Gatekeeping the interactional order
This article reflexively discusses field access as a continuous process in linguistic ethnographic fieldwork and illustrates how interactions generated during negotiations to establish a research collaboration, initial contacts with participants or data gathered to complement audio-visual recordings of naturally occurring interaction can, in fact, become rich sources to answer research questions. The discussion is based on a critical sociolinguis…
English Immersion as Family Language Policy in Spanish Households
This article explores English immersion as a type of family language policy in the Spanish region of Castilla-La Mancha. Although the field of family language policy (FLP) has exponentially grown in the last decade to include a range of multilingual contexts across the world, the policies regarding the use of English in monolingual Spanish households have received little attention. Due to the global spread of English, Spanish families invest in t…
Sociology (16 works) · Multilingual Education and Policy (14 works) · Pedagogy (10 works) · Political science (10 works) · Linguistics (9 works) · Second Language Learning and Teaching (9 works) · EFL/ESL Teaching and Learning (8 works) · Ethnography (7 works) · Psychology (7 works) · Anthropology (6 works)