Abstract:The aim of this article is to demonstrate that the school classroom constitutes a contact zone that promotes transculturation processes that configure the imaginary of English as the global dominant language. The school classroom is understood as a physical space, in which neoliberal educational policies are materialized from bilingualism, so it operates as a contact zone from which, in the implementation of bilingual education in the English language, students interact with political and economic imaginaries … Show more
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