Interactional practices in teams in English-medium instruction (EMI) settings: how plurilingualism reorganizes the participation framework [LSP teaching methodologies and English-medium instruction]
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Estadístiques de LA Referencia / Recolecta
Inclou dades d'ús des de 2022
Cita com:
hdl:2117/348530
Tipus de documentText en actes de congrés
Data publicació2021-07
EditorUniversitat Politècnica de Catalunya
Condicions d'accésAccés obert
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Reconeixement-NoComercial 4.0 Internacional
Abstract
English-medium instruction (EMI) is a growing trend in Catalan universities. This “internationalization at home” (Nilsson, 2003) context has important implications at several levels regarding university language policy and actual practices. The chief consequence is that the classes are taught mostly in English by local instructors. Also, the presence of international participants in the classroom requires the use of English as a lingua franca when these exchange students interact in the classroom alongside local students in participation settings such as teamwork. The scope of this paper focuses on this second set of practices in order to analyze how local and international students interact in small collaborative groups to jointly produce a task in English, as assigned by the instructor. Using an emic and qualitative approach based on conversation analysis (Sacks, 1992), this paper analyzes how students manage and display the plurilingual resources at their disposal to jointly engage in knowledge construction in internationalized settings (Borràs et al., 2012; Gajo, 2007; Masats et al., 2007). Results seem to indicate that despite asymmetric competences in the English language, students engage in fruitful cooperation towards the resolution of the task assigned by the instructor. The plurilingual practices observed during the interaction in independent teamwork seem to be a help, not a hindrance, towards developing solid competence in the L2.
CitacióBorràs, E. Interactional practices in teams in English-medium instruction (EMI) settings: how plurilingualism reorganizes the participation framework. A: AELFE-TAPP 2021 (19th AELFE Conference, 2nd TAPP Conference). "Multilingual academic and professional communication in a networked world. Proceedings of AELFE-TAPP 2021 (19th AELFE Conference, 2nd TAPP Conference). Vilanova i la Geltrú (Barcelona), 7-9 July 2021". Vilanova i la Geltrú: Universitat Politècnica de Catalunya, 2021, ISBN 978-84-9880-943-5.
ISBN978-84-9880-943-5
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AELFE_TAPP BORRÀS.pdf | Article | 246,6Kb | Visualitza/Obre |