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Plurilingual Classroom Practices and Participation: Analysing Interaction in Local and Translocal Settings book cover

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.

    INTRODUCTION

    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

    2. Plurilingual modes of interaction in English-medium university classes

      3.

      Eulàlia Borràs and Luci Nussbaum

    3. Creating a plurilingual space through talk-in-interaction

      4.

      Dolors Masats and Artur Noguerol

      PART II

      Students as plurilingual teachers

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

      5. Claudia Vallejo

    5. Students as teachers, teacher as learner: Collaborative plurilingual teaching and learning in interaction

      6. Júlia Llompart

    6. Showing attention: student’s turn co-construction and other-initiated other-repair

      7.

      Luci Nussbaum

      PART III

      Students as plurilingual sociolinguists

    7. Building the sociolinguistic environment through talk-in-interaction

      8.

      Viginia Unamuno

    8. Doing ‘being sociolinguists’: Students’ envisagement of languages, varieties and uses

      9.

      Dolors Masats

      PART IV

      Plurilingual and multimodal activities in knowledge construction

    9. Plurilingual teamwork practices in an internationalised setting at a Catalan university

      10. Eulàlia Borràs

    10. Multimodality in English medium higher education

      11. Joan Ploettner

    11. "How do the apples reproduce?" Mediation-in-interaction in a university CLIL course

      12. Emilee Moore

      PART V

      Plurilingual activities in computer mediated interaction

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

      13. Melinda Dooly

    13. "What do you like about Spain?": Building understandings of people and places in interaction mediated by plurilingual and digital resources

      14. Emilee Moore and Claudia Vallejo

      PART VI

      Plurilingualism in student’s international encounters

    14. Professional language in automotive maintenance training: Translocal intercomprehension between students from Barcelona and Lyon

      15. Víctor Corona

    15. Interactional competence in transnational plurilingual peer interactions

      16. Cèlia Pratginestòs

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

    Melinda Dooly and Anna Czura

    Biography

    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.

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