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dc.contributor.author
Unamuno, Virginia  
dc.contributor.other
Masats, Dolors  
dc.contributor.other
Nussbaum, Luci  
dc.date.available
2022-10-13T15:49:24Z  
dc.date.issued
2021  
dc.identifier.citation
Unamuno, Virginia; Building the sociolinguistic environment through talk-in-interaction; Routledge; 2021; 85-94  
dc.identifier.isbn
9781003169123  
dc.identifier.uri
http://hdl.handle.net/11336/173043  
dc.description.abstract
In this chapter we focus on how patterns of language alternation are constructedcollectively by two learners during their participation in two pedagogical tasks,one through English and the other one through Catalan. Choosing a languageand switching to and from a language are procedures participants employ asresources to make sense of their actions (Gumperz, 1982; Auer, 1984). Throughtalk-in-interaction students build the social and discursive context in whichtheir language choices and alternation make sense.During our ethnographic fieldwork we could observe that Spanish emergedas a lingua franca in informal conversations in and out of classrooms, but alsothat in the classroom learners also orient towards the ‘medium of instruction’(Gafaranga, 2000). Kunitz and Markee (2016) point-out that Ethnographyof Communication does not offer methodological precisions for decidingwhich aspect(s) of context may legitimately be used to interpret whathappens at every moment in a particular interaction. In this sense, it may beuseful to combine the broad perspective of the sociolinguistic environmentdocumented by the ethnographic field work with a narrower sequential analysis of talk-in-interaction.Gumperz’s notion of contextualisation cues (1982) is crucial in this regard.It offers the possibility of examining the speakers’ orientations during the coconstruction of the tasks at hand and of observing the linguistic resources usedduring interactional activities. In plurilingual conversation, language choicesand language alternations are one of these contextualisation cues, as they signalmodifications in the course of the interaction. As our data was collected inschools, milieus where language policies determine which languages are to beused as means of instruction and communication in the classrooms, we couldargue that those policies have an impact on learners’ language choices. However,we will illustrate this is not always the case. Our analysis will demonstrate thatthe study of language alternation could explain how learners envisage theirparticipation in the two tasks we study here.  
dc.format
application/pdf  
dc.language.iso
eng  
dc.publisher
Routledge  
dc.rights
info:eu-repo/semantics/restrictedAccess  
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/  
dc.subject
PARTICIPATION  
dc.subject
SOCIOLINGUISTICS  
dc.subject
BILINGUALISM  
dc.subject.classification
Lingüística  
dc.subject.classification
Lengua y Literatura  
dc.subject.classification
HUMANIDADES  
dc.title
Building the sociolinguistic environment through talk-in-interaction  
dc.type
info:eu-repo/semantics/publishedVersion  
dc.type
info:eu-repo/semantics/bookPart  
dc.type
info:ar-repo/semantics/parte de libro  
dc.date.updated
2022-09-21T10:33:41Z  
dc.journal.pagination
85-94  
dc.journal.pais
Reino Unido  
dc.description.fil
Fil: Unamuno, Virginia. Universidad Nacional de San Martín. Escuela de Humanidades. Laboratorio de Investigación en Ciencias Humanas - Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Parque Centenario. Laboratorio de Investigación en Ciencias Humanas; Argentina  
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003169123/plurilingual-classroom-practices-participation-dolors-masats-luci-nussbaum  
dc.conicet.paginas
242  
dc.source.titulo
Plurilingual Classroom Practices and Participation Analysing Interaction in Local and Translocal Settings