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Socially just plurilingual education in Europe : shifting subjectivities and practices through research and action
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Group Work in the English Classroom : Cooperative and Collaborative Learning
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De la didàctica de les llengües a la didàctica del plurilingüisme
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Working through asymmetries of knowledge and expertise in a «giving back to the field» session
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The Plurilingual and Multimodal Management of Participation and Subject Complexity in University CLIL Teamwork
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Abstract:
This paper explores the interactions of a groupwork team composed of both local and exchange students, with heterogeneous competence in English, in an English-medium CLIL context at a technical university in Catalonia. Plurilingual and multimodal conversation analysis is used to trace how the students jointly complete an academic task. The research conducted specifically analyses how students categorise themselves and each other in terms of their expertise, and the procedures and resources the students deploy to accomplish the task. The data show that participants’ heterogeneous linguistic repertoires are not an obstacle for successfully completing the task, for constructing subject knowledge, or for establishing a climate of mutual understanding and cooperation. The analysis refers to the tension emerging in the data between the interactional principles of progressivity –actions oriented towards task completion– and intersubjectivity –actions oriented towards resolving communicative difficulties. It also focuses on how co-participants mobilise diverse resources from their communicative repertoires, including plurilingual resources, gesture and material artefacts, in managing the task. The main argument put forward is that in instructional environments in which students are expected to build subject matter knowledge using languages that they are simultaneously learning (e.g. CLIL), considering their whole communicative repertoires as valuable resources for their learning is a promising approach.
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Keyword:
Intersubjectivity; Progressivity; Repair; Teamwork tasks
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URL: http://hdl.handle.net/10459.1/65832
https://doi.org/10.5539/elt.v12n2p100
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| 8 |
Nota dels editors ; Editor's Note ; Notas de los editores ; Note des éditeurs
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 1 (2019): Febrer/Març 2019; p. 1-4 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 1 (2019): Febrer/Març 2019; p. 1-4 (2019)
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Notas de los editores ; Notes dels editors ; Editors' notes ; Lettre des éditeurs
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 11, Núm. 1 (2018): Febrer/març 2018; p. 1-8 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 11, Núm. 1 (2018): Febrer/març 2018; p. 1-8 (2018)
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Editors' notes
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 11, Núm. 3 (2018): Agost/Setembre 2018; p. 1-4 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 11, Núm. 3 (2018): Agost/Setembre 2018; p. 1-4 (2018)
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| 11 |
Editors' notes
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 11, Núm. 4 (2018); p. 1-4 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 11, Núm. 4 (2018); p. 1-4 (2018)
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| 13 |
Nota de les editores ; Editors' Notes ; Notas de las editoras ; Lettre des éditeurs
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 10, Núm. 1 (2017): ; p. 1-8 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 10, Núm. 1 (2017): (2017)
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| 14 |
Nota de las Editoras ; Nota de les editores ; Editors' Notes ; Lettre des éditeurs
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 10, Núm. 3 (2017); p. 1-8 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 10, Núm. 3 (2017); p. 1-8 (2017)
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| 15 |
The Burden of 'Nativeness' : Four Plurilingual Student-Teachers' Stories
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Student interaction during group work in a multilingual university setting. Suggestions, epistemic orientations and scaffolding behaviors
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In: TDX (Tesis Doctorals en Xarxa) (2016)
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The Burden of ‘Nativeness’: Four Plurilingual Student-Teachers’ Stories
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Student interaction during group work in a multilingual university setting : suggestions, epistemic orientations and scaffolding behaviors
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| 19 |
Prácticas plurilingües 'transgresoras' en un programa extraescolar de refuerzo de la lectura
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In: Signo y seña, ISSN 2314-2189, Nº 29, 2016, pags. 33-61 (2016)
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Nota de les editores
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 3 (2016): August/September; p. 7-8 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 3 (2016): August/September; p. 7-8 (2016)
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