This chapter aims to achieve a better understanding of the role of plurilingualism not only in the development of new communicative skills, but also in the construction of knowledge in higher education. On the basis of a theoretical framework at the crossroads between conversation analysis, discourse analysis, studies on second language acquisition and plurilingualism, we develop new analytical tools. We particularly focus here on a class sequence recorded in the Faculty of Law at the University of Zurich, which illustrates very well the relevance of language negotiation to the conceptualisation process. Our analysis brings in important distinctions between different linguistic modes (plurilingual vs unilingual) and participation regimes (more or less collaborative) and shows how the plurilingual mode connected to a collaborative participation can stimulate the acquisition process, the discourse activity (for example, a definition sequence) being also relevant to the shaping of knowledge. Furthermore, beyond the practice stage, we underline the role played by social representations in this regard. We conclude on the notion of plurilingualism as an asset.
de Saint-Georges, Ingrid, Gabriele Budach & Constanze Tress
2020. “We need to become ‘educational chameleons’”: from unified to multiple norms in a multilingual and international higher education context. European Journal of Applied Linguistics 8:2 ► pp. 233 ff.
Duarte, Joana & Mara van der Ploeg
2019. Plurilingual lecturers in English medium instruction in the Netherlands: the key to plurilingual approaches in higher education?. European Journal of Higher Education 9:3 ► pp. 268 ff.
2018. Multilingual interaction and construction of knowledge in higher education. International Journal of Bilingual Education and Bilingualism 21:7 ► pp. 853 ff.
Yanaprasart, Patchareerat & Georges Lüdi
2018. Diversity and multilingual challenges in academic settings. International Journal of Bilingual Education and Bilingualism 21:7 ► pp. 825 ff.
Gajo, Laurent & Gabriela Steffen
2015. Didactique du plurilinguisme et alternance de codes : le cas de l’enseignement bilingue précoce. The Canadian Modern Language Review 71:4 ► pp. 471 ff.
Gradoux, Xavier, Jérôme Jacquin & Gilles Merminod
2015. 1. Énoncer, interagir et instituer, au travers de la diversité des langues. In Agir dans la diversité des langues [Champs linguistiques, ], ► pp. 11 ff.
Grin, François
2015. 17. Le rôle de l’oral, de l’écrit, et de la relation oral-écrit en politique linguistique. In Agir dans la diversité des langues [Champs linguistiques, ], ► pp. 267 ff.
This list is based on CrossRef data as of 26 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.