Classroom Discourse Around Don Quixote: a Case Study in a Bilingual School/Discurso en el aula en torno a Don Quijote: un estudio de caso en un colegio bilingüe

[...]after writing an account of the analysis and findings of lessons that I observed, I will draw some conclusions. 2. [...]recent trends in constructing knowledge have been influenced by Vygotsky (1978) and Bruner's (1978) theories providing alternative models to Mehan's triad. [...]at the front they have these big sails that turn round with the wind and the ones that are used ... mainly by farmers ... peasants ... to grind the grain inside. Because there is not a lot of water ... there are no rivers ... for example in the north part . CONCLUDING REMARKS The results of the analysis show that despite a strict observance of the school policy of "bilingualism through two monolingual streams", the teacher not only drew on the learners' knowledge of Britain but the pupils themselves made comparisons between their two cultural worlds in their discourse practices around the text. 9. Pause Underlining Some sort of stress or emphasis Character format: * plain font Utterances in the language of instruction * Bold Codeswitching from English into Spanish or vice versa * italics Translations into English 1 Heller (1995) expanded the use of Bourdieu's notion of legitimate language "the authorized language which is also the language of authority" (1977:648), to accommodate language choice in bilingual settings and minority language education. 2 I am using the term "residentes" ("residents") in line with the way they like to be called. 3 Swain developed three principles , the second "The development of bilingual skills on the part of the students will be enhanced by the separated work of languages on the part of the teachers" (1983: 40) is the approach which informs school policy in the Spanish school in London 10.