Interactionists interested in second language acquisition postulate that learners’ competences are sensitive to the context in which they are put into play. Here we explore the language practices displayed, in a bilingual socio-educational milieu, by three dyads of English learners while carrying out oral communicative pair-work. In particular, we examine the role language choice plays in each task.
A first analysis of our data indicates that the learners’ language choices seem to reveal the linguistic norms operating in the community of practice they belong to. A second analysis reveals that they exploited their linguistic repertoires according to their interpretation of the task and to their willingness to complete it in English. Thus, in the first two tasks students relied on code-switching as a mechanism to solve communication failures, whereas the third task generated the use of a mixed repertoire as a means to complete the task in the target language.
Llompart, Júlia, Dolors Masats, Emilee Moore & Luci Nussbaum
2020. ‘Mézclalo un poquito’: plurilingual practices in multilingual educational milieus. International Journal of Bilingual Education and Bilingualism 23:1 ► pp. 98 ff.
Vallejo, Claudia & Melinda Dooly
2020. Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue. International Journal of Bilingual Education and Bilingualism 23:1 ► pp. 1 ff.
Moore, Emilee, Natalia Evnitskaya & S. Lizette Ramos-de Robles
2018. Teaching and learning science in linguistically diverse classrooms. Cultural Studies of Science Education 13:2 ► pp. 341 ff.
Unamuno, Virginia & Luci Nussbaum
2017. Participation and language learning in bilingual classrooms in Chaco (Argentina) / Participación y aprendizaje de lenguas en las aulas bilingües del Chaco (Argentina). Infancia y Aprendizaje 40:1 ► pp. 120 ff.
Borràs, Eulàlia, Emilee Moore & Luci Nussbaum
2015. Agir dans la diversité des langues. In Agir dans la diversité des langues [Champs linguistiques, ], ► pp. 171 ff.
Moore, Emilee
2014. Constructing content and language knowledge in plurilingual student teamwork: situated and longitudinal perspectives. International Journal of Bilingual Education and Bilingualism 17:5 ► pp. 586 ff.
Nussbaum, Luci
2014. Le parler plurilingue comme ressource d’apprentissage. Tréma :42 ► pp. 76 ff.
Moore, Emilee, Eulàlia Borràs & Luci Nussbaum
2013. Plurilingual Resources in Lingua Franca Talk: An Interactionist Perspective. In Language Alternation, Language Choice and Language Encounter in International Tertiary Education [Multilingual Education, 5], ► pp. 53 ff.
Moore, Emilee, Luci Nussbaum & Eulàlia Borràs
2013. Plurilingual teaching and learning practices in ‘internationalised’ university lectures. International Journal of Bilingual Education and Bilingualism 16:4 ► pp. 471 ff.
Moore, Emilee & Melinda Dooly
2010. “How Do the Apples Reproduce (Themselves)?” How Teacher Trainees Negotiate Language, Content, and Membership in a CLIL Science Education Classroom at a Multilingual University. Journal of Language, Identity & Education 9:1 ► pp. 58 ff.
This list is based on CrossRef data as of 6 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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