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
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Going out on a limb?: Introducing a plurilingual perspective in a university business English subject
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Plurilingual practices and pluriliteracies in an after-school program: encouraging children’s use of their entire repertoire for meaning making
págs. 43-53
Students as teachers, teacher as learner: collaborative plurilingual teaching and learning in interaction
págs. 54-65
Showing attention: student’s turn co-construction and other-initiated other-repair
págs. 66-81
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Doing ‘being sociolinguists’: Students’ envisagement of languages, varieties and uses
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“How do the apples reproduce?”: Mediation-in-interaction in a university CLIL course
págs. 134-146
“Can you repeat please?”: Young learners’ emergent awareness and use of interactional repertoires in a telecollaborative exchange
págs. 149-161
What do you like about Spain?: Building understandings of people and places in interaction mediated by plurilingual and digital resources
págs. 162-174
Professional language in automotive maintenance training: translocal intercomprehension between students from Barcelona and Lyon
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“Let’s talk about el catalan’s”: Student teachers’ use of plurilingual and plurimodal resources in WhatsApp interaction
págs. 200-211
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