Plurilingual Classroom Practices and Participation: Analysing Interaction in Local and Translocal Settings

Plurilingual Classroom Practices and Participation provides insights into plurilingual education in Catalonia by examining the interactive resources mobilized by learners as social actors. The studies explore interactions in various educational settings and non-formal settings, analyzing how participants organize their communication, participate in the interaction, and mobilize resources for it. The book is a valuable resource for teachers and researchers interested in plurilingual education and can be used as a reference book in doctoral studies and teacher training programs.

Format: Hardback
Length: 216 pages
Publication date: 20 October 2021
Publisher: Taylor & Francis Ltd

Plurilingual Classroom Practices and Participation play a crucial role in enhancing our understanding of plurilingual education in Catalonia. By providing a comprehensive description of the interactive resources mobilized by learners as social actors, this volume offers valuable insights into the multifaceted nature of plurilingualism.

This collection of studies showcases interactions that encompass plurilingual and multimodal sequences, highlighting moments of potential language acquisition. Through meticulous analysis of data collected through ethnographic fieldwork, the studies explore a wide range of contexts, including primary, secondary, and tertiary milieus, as well as non-formal settings. The focus lies in examining how participants organize their interactions, their modes of participation, and the resources they employ to facilitate these interactions.

The linguistic policies of the educational settings examined in this volume establish the use of specific languages, while also showcasing examples of plurilingual practices. Languages such as Arabic, Catalan, English, French, Greek, Mandarin, Punjabi, Riffian Berber, Spanish, and Urdu are incorporated into these practices, highlighting the diverse linguistic landscape of Catalonia.

The chapters in this volume delve into the intricate connections between these practices and the construction of participation in the ongoing interaction. While the focus is primarily on language education in Catalonia, the findings and conclusions presented have broader implications for classrooms worldwide that host plurilingual learners. As such, this volume serves as an invaluable resource for teachers and researchers interested in plurilingual education, providing valuable insights and reference material for doctoral studies and teacher training programs in this field.

In addition to its academic value, this book is made freely accessible to the public through the Open Access version, available at http://www.taylorfrancis.com. This open access policy ensures that the knowledge and insights contained within this book are accessible to a wider audience, promoting the dissemination of plurilingual education and fostering global understanding.

In conclusion, Plurilingual Classroom Practices and Participation is a groundbreaking work that contributes significantly to our understanding of plurilingual education in Catalonia and beyond. By exploring the interactive resources mobilized by learners as social actors, this volume provides valuable insights into the complexities of plurilingualism and its impact on language acquisition and participation. Through its open access policy, it ensures that the knowledge and insights gained from this book are accessible to a broader audience, promoting the advancement of plurilingual education and fostering global understanding.

Weight: 508g
Dimension: 160 x 241 x 22 (mm)
ISBN-13: 9780367769581