Show simple item record

dc.contributor.authorBorràs, Eulàlia
dc.contributor.authorMoore, Emilee
dc.date.accessioned2019-03-01T08:23:11Z
dc.date.available2019-03-01T08:23:11Z
dc.date.issued2019
dc.identifier.issn1916-4742
dc.identifier.urihttp://hdl.handle.net/10459.1/65832
dc.description.abstractThis 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.ca_ES
dc.language.isoengca_ES
dc.publisherCanadian Center of Science and Education (CCSE)ca_ES
dc.relation.isformatofReproducció del document publicat a https://doi.org/10.5539/elt.v12n2p100ca_ES
dc.relation.ispartofEnglish Language Teaching, 2019, vol. 12, núm. 2, p. 100-112ca_ES
dc.rightscc-by (c) Eulàlia Borràs et al., 2019ca_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectProgressivityca_ES
dc.subjectIntersubjectivityca_ES
dc.subjectRepairca_ES
dc.subjectTeamwork tasksca_ES
dc.titleThe Plurilingual and Multimodal Management of Participation and Subject Complexity in University CLIL Teamworkca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.identifier.idgrec028263
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.5539/elt.v12n2p100


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record

cc-by (c) Eulàlia Borràs et al., 2019
Except where otherwise noted, this item's license is described as cc-by (c) Eulàlia Borràs et al., 2019