| Abstract: | This paper analyses the possibilities for participation and bilingual learning of Wichi children in Chaco (Argentina) in the contexts in which they are currently educated. From a theoretical and methodological approach that links language learning and participation in social and historically located events, two learning environments are discussed: (i) with two teachers (a teacher fluent only in Spanish and a bilingual assistant); and (ii) a bilingual teacher. The data analysis reveals that in type (i) environments the common participation formats, as well as the method in which the semiotic resources at stake are managed, limit the possibilities of bilingual learning in Wichi pupils. However, the more open and flexible interaction formats in type (ii) environments, as well as the activation of bilingual speaking modes, promote spontaneous and guided participation by pupils, therefore offering a greater potential for bilingual learning. Both cases reflect the place that languages and speakers hold in classrooms. |
