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 sociolinguistic ethnography on the implementation of English-Spanish ‘bilingual programs’ in a mid-sized city in central Spain. To build this discussion we propose a framework in which particular research stances held by participants become closely intertwined with particular research processes, spaces and techniques.
CITATION STYLE
Poveda, D., Giampapa, F., & Relaño-Pastor, A. M. (2020). Gatekeeping the interactional order: field access and linguistic ideologies in Content and Language Integrated Learning–type bilingual education programs in Spanish secondary schools. Qualitative Research, 20(6), 854–873. https://doi.org/10.1177/1468794120909072
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