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Plurilingual Classroom Practices and Participation contributes to a better understanding of plurilingual education in Catalonia by providing a description of the interactional resources mobilised by learners as social actors.
This volume is a collection of studies that show interactions containing plurilingual and multimodal sequences that illustrate moments of potential acquisition of aspects of language use. Analysing data collected through ethnographic fieldwork, the studies explore interactions in primary, secondary, and tertiary milieus as well as non-formal settings and examine how participants organise their interaction, their ways of participating, and the resources they mobilise for them. The linguistic policies of the educational settings studied establish the use of a given language but contain samples of plurilingual practices in which languages like Arabic, Catalan, English, French, Greek, Mandarin, Punjabi, Riffian Berber, Spanish and Urdu come into play. The chapters explore the links between these practices and the construction of participation in the ongoing interaction.
Although focused on language education in Catalonia, results can be transferred to classrooms worldwide which host plurilingual learners. Thus, the volume is an excellent resource for teachers and researchers interested in plurilingual education and can be used as a reference book in doctoral studies and teacher training programmes in this research field.
The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Plurilingual Classroom Practices and Participation contributes to a better understanding of plurilingual education in Catalonia by providing a description of the interactional resources mobilised by learners as social actors.
This volume is a collection of studies that show interactions containing plurilingual and multimodal sequences that illustrate moments of potential acquisition of aspects of language use. Analysing data collected through ethnographic fieldwork, the studies explore interactions in primary, secondary, and tertiary milieus as well as non-formal settings and examine how participants organise their interaction, their ways of participating, and the resources they mobilise for them. The linguistic policies of the educational settings studied establish the use of a given language but contain samples of plurilingual practices in which languages like Arabic, Catalan, English, French, Greek, Mandarin, Punjabi, Riffian Berber, Spanish and Urdu come into play. The chapters explore the links between these practices and the construction of participation in the ongoing interaction.
Although focused on language education in Catalonia, results can be transferred to classrooms worldwide which host plurilingual learners. Thus, the volume is an excellent resource for teachers and researchers interested in plurilingual education and can be used as a reference book in doctoral studies and teacher training programmes in this research field.
The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Due to publisher restrictions the library cannot purchase additional copies of this title, and we apologize if there is a long waiting list. Be sure to check for other copies, because there may be other editions available.
Due to publisher restrictions the library cannot purchase additional copies of this title, and we apologize if there is a long waiting list. Be sure to check for other copies, because there may be other editions available.
Table of Contents-
INTRODUCTION
Plurilingual classroom practices and participation
Dolors Masats and Luci Nussbaum
PART I
Teachers promoting plurilingual practices
Going out on a limb? Introducing a plurilingual perspective in a university business English subject
Josep Maria Cots
Plurilingual modes of interaction in English-medium university classes
Eulàlia Borràs and Luci Nussbaum
Creating a plurilingual space through talk-in-interaction
Dolors Masats and Artur Noguerol
PART II
Students as plurilingual teachers
Plurilingual practices and pluriliteracies in an after-school program: Encouraging children's use of their entire repertoire for meaning making
Claudia Vallejo
Students as teachers, teacher as learner: Collaborative plurilingual teaching and learning in interaction
Júlia Llompart
Showing attention: student's turn co-construction and other-initiated other-repair
Luci Nussbaum
PART III
Students as plurilingual sociolinguists
Building the sociolinguistic environment through talk-in-interaction
Viginia Unamuno
Doing 'being sociolinguists': Students' envisagement of languages, varieties and uses
Dolors Masats
PART IV
Plurilingual and multimodal activities in knowledge construction
Plurilingual teamwork practices in an internationalised setting at a Catalan university
Eulàlia Borràs
Multimodality in English medium higher education
Joan Ploettner
"How do the apples reproduce?" Mediation-in-interaction in a university CLIL course
Emilee Moore
PART V
Plurilingual activities in computer mediated interaction
'Can you repeat please?' Young learners' emergent awareness and use of interactional repertoires in a telecollaborative exchange
Melinda Dooly
"What do you like about Spain?": Building understandings of people and places in interaction mediated by plurilingual and digital resources
Emilee Moore and Claudia Vallejo
PART VI
Plurilingualism in student's international encounters
Professional language in automotive maintenance training: Translocal intercomprehension between students from Barcelona and Lyon
Víctor Corona
Interactional competence in transnational plurilingual peer interactions
Cèlia Pratginestòs
"Let's talk about el catalan's ;)": Student teachers' use of plurilingual and plurimodal resources in WhatsApp interaction
Melinda Dooly and Anna Czura
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