Plurilingual modes of interaction in English-medium university classes

This chapter explores two situated practices in an English-as-a-medium-of-instruction (EMI) university course in Catalonia. In a teacher-fronted format, the students are asked to publicly participate in the development of academic content, which gives rise to plurilingual practices. Using conversati...

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Detalhes bibliográficos
Autores: Borràs Riba, Eulàlia, Nussbaum, Luci
Formato: capítulo de livro
Estado:Versión publicada
Fecha de publicación:2021
País:España
Recursos:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10459.1/83609
Acesso em linha:https://doi.org/10.4324/9781003169123
http://hdl.handle.net/10459.1/83609
Access Level:acceso abierto
Palavra-chave:Multilingüisme -- Ensenyament universitari -- Catalunya
Llengua i ensenyament -- Catalunya
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spelling Plurilingual modes of interaction in English-medium university classesBorràs Riba, EulàliaNussbaum, LuciMultilingüisme -- Ensenyament universitari -- CatalunyaLlengua i ensenyament -- CatalunyaThis chapter explores two situated practices in an English-as-a-medium-of-instruction (EMI) university course in Catalonia. In a teacher-fronted format, the students are asked to publicly participate in the development of academic content, which gives rise to plurilingual practices. Using conversation analysis, this chapter examines how language alternations, as well as multimodal embodied resources (gesture, gaze, and blackboard sketches), favour student participation in knowledge-construction activities. Our analyses suggest that students mostly strive to comply with the EMI language policy yet draw from their plurilingual repertoires when focalisation in critical content so requires. Thus, language alternation and other multimodal resources promote student public participation and the interactive construction of knowledge based on two elements. First, the verification, through teacher questions and elicited responses from students, that the latter understand the contents. Second, the co-construction of knowledge based on student self-selections and their public contribution to the development of the activity. We conclude that plurilingual and multimodal resources favour student public participation and thus the co-construction of academic content in the teacher-fronted EMI classroom.Taylor & Francis202220222021info:eu-repo/semantics/bookPartinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.4324/9781003169123http://hdl.handle.net/10459.1/83609http://hdl.handle.net/10459.1/83609reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a https://doi.org/10.4324/9781003169123Plurilingual Classroom Practices and Participation / edited by Dolors Masats and Luci Nussbaum. London : Taylor & Francis, 2021, p. 15-26. ISBN: 9781003169123cc-by-nc-nd (c) Borràs et al., 2021info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:recercat.cat:10459.1/836092026-05-29T05:05:01Z
dc.title.none.fl_str_mv Plurilingual modes of interaction in English-medium university classes
title Plurilingual modes of interaction in English-medium university classes
spellingShingle Plurilingual modes of interaction in English-medium university classes
Borràs Riba, Eulàlia
Multilingüisme -- Ensenyament universitari -- Catalunya
Llengua i ensenyament -- Catalunya
title_short Plurilingual modes of interaction in English-medium university classes
title_full Plurilingual modes of interaction in English-medium university classes
title_fullStr Plurilingual modes of interaction in English-medium university classes
title_full_unstemmed Plurilingual modes of interaction in English-medium university classes
title_sort Plurilingual modes of interaction in English-medium university classes
dc.creator.none.fl_str_mv Borràs Riba, Eulàlia
Nussbaum, Luci
author Borràs Riba, Eulàlia
author_facet Borràs Riba, Eulàlia
Nussbaum, Luci
author_role author
author2 Nussbaum, Luci
author2_role author
dc.subject.none.fl_str_mv Multilingüisme -- Ensenyament universitari -- Catalunya
Llengua i ensenyament -- Catalunya
topic Multilingüisme -- Ensenyament universitari -- Catalunya
Llengua i ensenyament -- Catalunya
description This chapter explores two situated practices in an English-as-a-medium-of-instruction (EMI) university course in Catalonia. In a teacher-fronted format, the students are asked to publicly participate in the development of academic content, which gives rise to plurilingual practices. Using conversation analysis, this chapter examines how language alternations, as well as multimodal embodied resources (gesture, gaze, and blackboard sketches), favour student participation in knowledge-construction activities. Our analyses suggest that students mostly strive to comply with the EMI language policy yet draw from their plurilingual repertoires when focalisation in critical content so requires. Thus, language alternation and other multimodal resources promote student public participation and the interactive construction of knowledge based on two elements. First, the verification, through teacher questions and elicited responses from students, that the latter understand the contents. Second, the co-construction of knowledge based on student self-selections and their public contribution to the development of the activity. We conclude that plurilingual and multimodal resources favour student public participation and thus the co-construction of academic content in the teacher-fronted EMI classroom.
publishDate 2021
dc.date.none.fl_str_mv 2021
2022
2022
dc.type.none.fl_str_mv info:eu-repo/semantics/bookPart
info:eu-repo/semantics/publishedVersion
format bookPart
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.4324/9781003169123
http://hdl.handle.net/10459.1/83609
http://hdl.handle.net/10459.1/83609
url https://doi.org/10.4324/9781003169123
http://hdl.handle.net/10459.1/83609
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a https://doi.org/10.4324/9781003169123
Plurilingual Classroom Practices and Participation / edited by Dolors Masats and Luci Nussbaum. London : Taylor & Francis, 2021, p. 15-26. ISBN: 9781003169123
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Borràs et al., 2021
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
rights_invalid_str_mv cc-by-nc-nd (c) Borràs et al., 2021
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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