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.

part I|39 pages

Teachers promoting plurilingual practices

chapter Chapter 1|12 pages

Going out on a limb?

Introducing a plurilingual perspective in a university business English subject
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part II|41 pages

Students as plurilingual teachers

chapter Chapter 4|11 pages

Plurilingual practices and pluriliteracies in an after-school program

Encouraging children's use of their entire repertoire for meaning making
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chapter Chapter 5|12 pages

Students as teachers, teacher as learner

Collaborative plurilingual teaching and learning in interaction
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chapter Chapter 6|16 pages

Showing attention

Student's turn co-construction and other-initiated other-repair
Size: 2.75 MB

part III|24 pages

Students as plurilingual sociolinguists

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chapter Chapter 8|12 pages

Doing ‘being sociolinguists'

Students' envisagement of languages, varieties and uses
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part IV|40 pages

Plurilingual and multimodal activities in knowledge construction

Size: 3.85 MB

chapter Chapter 11|13 pages

“How do the apples reproduce?”

Mediation-in-interaction in a university CLIL course
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part V|28 pages

Plurilingual activities in computer-mediated interaction

chapter Chapter 12|13 pages

“Can you repeat please?”

Young learners' emergent awareness and use of interactional repertoires in a telecollaborative exchange
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chapter Chapter 13|13 pages

“What do you like about Spain?”

Building understandings of people and places in interaction mediated by plurilingual and digital resources
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part VI|37 pages

Plurilingualism in student's international encounters

chapter Chapter 14|11 pages

Professional language in automotive maintenance training

Translocal intercomprehension between students from Barcelona and Lyon
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chapter Chapter 16|12 pages

“Let's talk about el catalan's 😉”

Student teachers' use of plurilingual and plurimodal resources in WhatsApp interaction
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