ABSTRACT
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 https://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
TABLE OF CONTENTS
part I|39 pages
Teachers promoting plurilingual practices
chapter Chapter 1|12 pages
Going out on a limb?
part II|41 pages
Students as plurilingual teachers
chapter Chapter 4|11 pages
Plurilingual practices and pluriliteracies in an after-school program
chapter Chapter 5|12 pages
Students as teachers, teacher as learner
chapter Chapter 6|16 pages
Showing attention
part III|24 pages
Students as plurilingual sociolinguists
chapter Chapter 8|12 pages
Doing ‘being sociolinguists'
part IV|40 pages
Plurilingual and multimodal activities in knowledge construction
chapter Chapter 9|14 pages
Plurilingual teamwork practices in an internationalised setting at a Catalan university
chapter Chapter 11|13 pages
“How do the apples reproduce?”
part V|28 pages
Plurilingual activities in computer-mediated interaction
chapter Chapter 12|13 pages
“Can you repeat please?”
chapter Chapter 13|13 pages
“What do you like about Spain?”
part VI|37 pages
Plurilingualism in student's international encounters