ABSTRACT
In recent years, there has been a promotion of plurilingual approaches as well as some methodologies that focus on allowing children and youth to become active agents in the process of teaching and learning. In this line, the Pluripedia project had the objective of subverting the traditional class dynamic by valuing the students’ plurilingual repertoire and situating them as agents in their process of learning. The objective of this chapter is to describe the emergence and interactional construction of teacher and learner categories during an activity carried out within this project in which students teach Urdu to their Spanish teacher. To do so, Conversation Analysis (CA) approaches and ethnomethodological orientations are followed, especially paying attention to key notions, such as sequentiality, identity construction, category emergence in interaction and epistemic position. The analysis of the data allows for the description of the collaborative process of teaching and learning plurilingually and of the emergence of the teacher and student roles in interaction. The results of this analysis have pedagogical implications since they seem to indicate that the possibility of more equal encounters regarding knowledge and classroom participation seems to implicate valuing youths’ linguistic repertoires, which is essential, especially in multicultural and multilingual educational settings.
