1st Edition

Plurilingual Classroom Practices and Participation Analysing Interaction in Local and Translocal Settings

Edited By Dolors Masats, Luci Nussbaum Copyright 2022
    242 Pages 48 B/W Illustrations
    by Routledge

    242 Pages 48 B/W Illustrations
    by Routledge

    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

    Dolors Masats and Luci Nussbaum

    PART I

    Teachers promoting plurilingual practices

    1. Going out on a limb? Introducing a plurilingual perspective in a university business English subject
    2. Josep Maria Cots

    3. Plurilingual modes of interaction in English-medium university classes
    4. Eulàlia Borràs and Luci Nussbaum

    5. Creating a plurilingual space through talk-in-interaction
    6. Dolors Masats and Artur Noguerol

      PART II

      Students as plurilingual teachers

    7. Plurilingual practices and pluriliteracies in an after-school program: Encouraging children’s use of their entire repertoire for meaning making
    8. Claudia Vallejo

    9. Students as teachers, teacher as learner: Collaborative plurilingual teaching and learning in interaction
    10. Júlia Llompart

    11. Showing attention: student’s turn co-construction and other-initiated other-repair
    12. Luci Nussbaum

      PART III

      Students as plurilingual sociolinguists

    13. Building the sociolinguistic environment through talk-in-interaction
    14. Viginia Unamuno

    15. Doing ‘being sociolinguists’: Students’ envisagement of languages, varieties and uses
    16. Dolors Masats

      PART IV

      Plurilingual and multimodal activities in knowledge construction

    17. Plurilingual teamwork practices in an internationalised setting at a Catalan university
    18. Eulàlia Borràs

    19. Multimodality in English medium higher education
    20. Joan Ploettner

    21. "How do the apples reproduce?" Mediation-in-interaction in a university CLIL course
    22. Emilee Moore

      PART V

      Plurilingual activities in computer mediated interaction

    23. ‘Can you repeat please?’ Young learners’ emergent awareness and use of interactional repertoires in a telecollaborative exchange
    24. Melinda Dooly

    25. "What do you like about Spain?": Building understandings of people and places in interaction mediated by plurilingual and digital resources
    26. Emilee Moore and Claudia Vallejo

      PART VI

      Plurilingualism in student’s international encounters

    27. Professional language in automotive maintenance training: Translocal intercomprehension between students from Barcelona and Lyon
    28. Víctor Corona

    29. Interactional competence in transnational plurilingual peer interactions
    30. Cèlia Pratginestòs

    31. "Let's talk about el catalan's ;)": Student teachers’ use of plurilingual and plurimodal resources in WhatsApp interaction

    Melinda Dooly and Anna Czura


    Dolors Masats is a senior lecturer and researcher at Universitat Autònoma de Barcelona. She has led various research projects at national level and published widely in the field of conversational analysis applied to language learning in multilingual and multicultural settings, including language awareness, task-based and project-based teaching and learning, technology-enhanced learning, video production and education for indigenous peoples.

    Luci Nussbaum is an honorary professor at Universitat Autònoma de Barcelona, where she founded the Research Centre for Plurilingual Education & Interaction (GREIP). She has specialised in the study of oral interaction in multilingual language learning milieus from the perspectives of interactional sociolinguistics and conversational analysis and has led and participated in numerous research projects and research networks both at national and international level.