Being and becoming a CLIL teacher: Discourses of identities, language and emotional labour in Castilla-La Mancha bilingual schools

This chapter examines how two CLIL teachers’ identities have been reshaped and revalued due to societal and institutional discourses that privilege forms of knowledge production and identities in the practices of CLIL/bilingual education. Using ethnographic interviews, we demonstrate the complextities of being and becoming CLIL teachers and the emotional labour and investement processes involved by taking into account the teachers’ personal/professional trajectories in relation to a) their past social histories (e.g., family social position, cultural and linguistic resources, gender roles); b) their present (e.g., self-positioning and management of professional identities) and c) their future (i.e., how they imagine themselves professionally)