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

Plurilingual Classroom Practices and Participation contributes to a better understanding of plurilingual education in Catalonia by providing a description of the interactional resources mobilised by learners as social actors. This volume is a collection of studies that show interactions containing plurilingual and multimodal sequences that illustrate moments of potential acquisition of aspects of language use. Analysing data collected through ethnographic fieldwork, the studies explore interactions in primary, secondary, and tertiary milieus as well as non-formal settings and examine how participants organise their interaction, their ways of participating, and the resources they mobilise for them. The linguistic policies of the educational settings studied establish the use of a given language but contain samples of plurilingual practices in which languages like Arabic, Catalan, English, French, Greek, Mandarin, Punjabi, Riffian Berber,Spanish and Urdu come into play. The chapters explore the links between these practices and the construction of participation in the ongoing interaction. Although focused on language education in Catalonia, results can be transferred to classrooms worldwide which host plurilingual learners. Thus, the volume is an excellent resource for teachers and researchers interested in plurilingual education and can be used as a reference book in doctoral studies and teacher training programmes in this research field. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

INTRODUCTION Plurilingual classroom practices and participation Dolors Masats and Luci Nussbaum PART I Teachers promoting plurilingual practices Going out on a limb? Introducing a plurilingual perspective in a university business English subject Josep Maria Cots Plurilingual modes of interaction in English-medium university classes Eulàlia Borràs and Luci Nussbaum Creating a plurilingual space through talk-in-interaction Dolors Masats and Artur Noguerol PART II Students as plurilingual teachers Plurilingual practices and pluriliteracies in an after-school program: Encouraging children’s use of their entire repertoire for meaning making Claudia Vallejo Students as teachers, teacher as learner: Collaborative plurilingual teaching and learning in interaction Júlia Llompart Showing attention: student’s turn co-construction and other-initiated other-repair Luci Nussbaum PART III Students as plurilingual sociolinguists Building the sociolinguistic environment through talk-in-interaction Viginia Unamuno Doing ‘being sociolinguists’: Students’ envisagement of languages, varieties and uses Dolors Masats PART IV Plurilingual and multimodal activities in knowledge construction Plurilingual teamwork practices in an internationalised setting at a Catalan university Eulàlia Borràs Multimodality in English medium higher education Joan Ploettner "How do the apples reproduce?" Mediation-in-interaction in a university CLIL course Emilee Moore PART V Plurilingual activities in computer mediated interaction ‘Can you repeat please?’ Young learners’ emergent awareness and use of interactional repertoires in a telecollaborative exchange Melinda Dooly "What do you like about Spain?": Building understandings of people and places in interaction mediated by plurilingual and digital resources Emilee Moore and Claudia Vallejo PART VI Plurilingualism in student’s international encounters Professional language in automotive maintenance training: Translocal intercomprehension between students from Barcelona and Lyon Víctor Corona Interactional competence in transnational plurilingual peer interactions Cèlia Pratginestòs "Let's talk about el catalan's ;)": Student teachers’ use of plurilingual and plurimodal resources in WhatsApp interaction Melinda Dooly and Anna Czura

Dolors Masats is a senior lecturer and researcher at Universitat Autònoma de Barcelona. She has led various research projects at national level and published widely in the field of conversational analysis applied to language learning in multilingual and multicultural settings, including language awareness, task-based and project-based teaching and learning, technology-enhanced learning, video production and education for indigenous peoples. Luci Nussbaum is an honorary professor at Universitat Autònoma de Barcelona, where she founded the Research Centre for Plurilingual Education & Interaction (GREIP). She has specialised in the study of oral interaction in multilingual language learning milieus from the perspectives of interactional sociolinguistics and conversational analysis and has led and participated in numerous research projects and research networks both at national and international level.