'Mézclalo un poquito'
We analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-cultural Conversation Analysis approach to the interactions studied. The analytical sections of the article show how plurilingual practices are resources for students' participation in classroom acti...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:275227 |
| Acceso en línea: | https://ddd.uab.cat/record/275227 https://dx.doi.org/urn:doi:10.1080/13670050.2019.1598934 |
| Access Level: | acceso abierto |
| Palabra clave: | Bi/plurilingual repertoires Codeswitching Didactics of plurilingualism Plurilingual mode Translanguaging Unilingual mode |
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'Mézclalo un poquito'plurilingual practices in multilingual educational milieusLlompart Esbert, Julia|||0000-0002-5367-2463Masats i Viladoms, M. Dolors (Maria Dolors)|||0000-0002-2335-6670Moore, Emilee|||0000-0003-0112-4251Nussbaum, Luci|||0000-0002-4679-2678Bi/plurilingual repertoiresCodeswitchingDidactics of plurilingualismPlurilingual modeTranslanguagingUnilingual modeWe analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-cultural Conversation Analysis approach to the interactions studied. The analytical sections of the article show how plurilingual practices are resources for students' participation in classroom activities; we argue that language learning is a process that is reflected in how students' participation is achieved and modified in classroom interaction over time, and in the ways in which they mobilise interactional resources for scaffolding their completion of cognitive and communicative activities. Our results suggest that learners set out from an initial stage in which they have little possibilities of participating in communicative activities in the target language, and progressively, through practice, and through the use of interlinguistic (e.g. recourse to resources from other named languages in their plurilingual repertoire) and intralinguistic (lexical substitution and paraphrasing) procedures, they learn to participate in interactions in unilingual mode in that language. We then argue that as plurilingualism is a reality both of social interaction and of learning processes, it should be 'didacticised'; that is, transformed into classroom teaching methodology. We introduce our understanding of the didactics of plurilingualism, an approach based on project-based learning, and discuss its operation on the macro, meso and micro levels. 22019-01-0120192019-01-01Articlehttp://purl.org/coar/resource_type/c_6501AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/275227https://dx.doi.org/urn:doi:10.1080/13670050.2019.1598934reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original.https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:2752272026-06-06T12:50:31Z |
| dc.title.none.fl_str_mv |
'Mézclalo un poquito' plurilingual practices in multilingual educational milieus |
| title |
'Mézclalo un poquito' |
| spellingShingle |
'Mézclalo un poquito' Llompart Esbert, Julia|||0000-0002-5367-2463 Bi/plurilingual repertoires Codeswitching Didactics of plurilingualism Plurilingual mode Translanguaging Unilingual mode |
| title_short |
'Mézclalo un poquito' |
| title_full |
'Mézclalo un poquito' |
| title_fullStr |
'Mézclalo un poquito' |
| title_full_unstemmed |
'Mézclalo un poquito' |
| title_sort |
'Mézclalo un poquito' |
| dc.creator.none.fl_str_mv |
Llompart Esbert, Julia|||0000-0002-5367-2463 Masats i Viladoms, M. Dolors (Maria Dolors)|||0000-0002-2335-6670 Moore, Emilee|||0000-0003-0112-4251 Nussbaum, Luci|||0000-0002-4679-2678 |
| author |
Llompart Esbert, Julia|||0000-0002-5367-2463 |
| author_facet |
Llompart Esbert, Julia|||0000-0002-5367-2463 Masats i Viladoms, M. Dolors (Maria Dolors)|||0000-0002-2335-6670 Moore, Emilee|||0000-0003-0112-4251 Nussbaum, Luci|||0000-0002-4679-2678 |
| author_role |
author |
| author2 |
Masats i Viladoms, M. Dolors (Maria Dolors)|||0000-0002-2335-6670 Moore, Emilee|||0000-0003-0112-4251 Nussbaum, Luci|||0000-0002-4679-2678 |
| author2_role |
author author author |
| dc.subject.none.fl_str_mv |
Bi/plurilingual repertoires Codeswitching Didactics of plurilingualism Plurilingual mode Translanguaging Unilingual mode |
| topic |
Bi/plurilingual repertoires Codeswitching Didactics of plurilingualism Plurilingual mode Translanguaging Unilingual mode |
| description |
We analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-cultural Conversation Analysis approach to the interactions studied. The analytical sections of the article show how plurilingual practices are resources for students' participation in classroom activities; we argue that language learning is a process that is reflected in how students' participation is achieved and modified in classroom interaction over time, and in the ways in which they mobilise interactional resources for scaffolding their completion of cognitive and communicative activities. Our results suggest that learners set out from an initial stage in which they have little possibilities of participating in communicative activities in the target language, and progressively, through practice, and through the use of interlinguistic (e.g. recourse to resources from other named languages in their plurilingual repertoire) and intralinguistic (lexical substitution and paraphrasing) procedures, they learn to participate in interactions in unilingual mode in that language. We then argue that as plurilingualism is a reality both of social interaction and of learning processes, it should be 'didacticised'; that is, transformed into classroom teaching methodology. We introduce our understanding of the didactics of plurilingualism, an approach based on project-based learning, and discuss its operation on the macro, meso and micro levels. |
| publishDate |
2019 |
| dc.date.none.fl_str_mv |
2 2019-01-01 2019 2019-01-01 |
| dc.type.none.fl_str_mv |
Article http://purl.org/coar/resource_type/c_6501 AM http://purl.org/coar/version/c_ab4af688f83e57aa |
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info:eu-repo/semantics/article |
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article |
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https://ddd.uab.cat/record/275227 https://dx.doi.org/urn:doi:10.1080/13670050.2019.1598934 |
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https://ddd.uab.cat/record/275227 https://dx.doi.org/urn:doi:10.1080/13670050.2019.1598934 |
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Inglés eng |
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Inglés |
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eng |
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open access http://purl.org/coar/access_right/c_abf2 https://creativecommons.org/licenses/by-nc/4.0/ |
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info:eu-repo/semantics/openAccess |
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open access http://purl.org/coar/access_right/c_abf2 https://creativecommons.org/licenses/by-nc/4.0/ |
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openAccess |
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application/pdf |
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reponame:Dipòsit Digital de Documents de la UAB instname:Universitat Autònoma de Barcelona |
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Universitat Autònoma de Barcelona |
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