Teachers’ narratives of resistance to Madrid's bilingual programme: An exploratory study in secondary education

This paper looks at secondary teachers’ discourse about Madrid's Bilingual Programme (Spain). is a large education plan whereby some content subjects are taught in foreign language –mainly English– following Content and Language Integrated Learning (CLIL) whose characteristics ubiquity have had an impact on daily lives professional career. By drawing both Grounded Theory Positioning as analytical tools, data were collected analysed from the transcription annotation of 30 semi-structured interviews with experienced teachers working CLIL non-CLIL schools. Our findings point to clear tensions reconciling these personal beliefs motivations within current organisational political setting describe pattern resistance towards which manifests discursively through emphatic emotional verbalisations. The results may be interest authorities, policy makers researchers.