Gatekeeping the interactional order: Field access and linguistic ideologies in CLIL-type bilingual education programs in Spanish secondary schools

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 central research questions. The discussion is based on an ongoing 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.