ABSTRACT
The aim of this chapter is to investigate CLIL as a site of struggle for educators and school heads. It takes a sociolinguistic and political economy perspective that focuses on the investigation of schools as neoliberalised workplaces and of teaching as a profession in transformation. Data come from two institutional ethnographies conducted near Barcelona (2015-2017) in a state school and a publicly subsidised private school. The analysis shows that, as a wholesale process of languaging teachers, CLIL is a stratifying mechanism that alters established regimes of value, subjectifies teachers to marketise and precarise themselves and especially in the state sector, reinforces existing inequalities between permanent and temporary staff.
