MARC Record from marc_columbia

LEADER: 03995cam a2200649 i 4500
001 15875604
005 20220604235054.0
006 m o d
007 cr |||||||||||
008 210527t20222022enk ob 001 0 eng
010 $a 2021010061
035 $a(OCoLC)on1256592925
035 $a(NNC)15875604
040 $aDLC$beng$erda$cDLC$dOCLCF$dTYFRS$dN$T$dYDX$dDLC$dOCLCO
020 $a9781003169123$q(ebook)
020 $a1003169120
020 $z9780367769581$q(hardback)
020 $a9781000431773$q(electronic bk. : EPUB)
020 $a1000431770$q(electronic bk. : EPUB)
020 $a1000431738$q(electronic bk. : PDF)
020 $a9781000431735$q(electronic bk.)
035 $a(OCoLC)1256592925
037 $a9781003169123$bTaylor & Francis
042 $apcc
043 $ae-sp---
050 00 $aLC3736.S7
072 7 $aFOR$x000000$2bisacsh
072 7 $aLAN$x008000$2bisacsh
072 7 $aCJ$2bicssc
082 00 $a370.117/509467$223
049 $aZCUA
245 00 $aPlurilingual classroom practices and participation :$banalysing interaction in local and translocal settings /$cedited by Dolors Masats and Luci Nussbaum.
264 1 $aLondon ;$aNew York :$bRoutledge, Taylor & Francis Group,$c2022.
300 $a1 online resource
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
520 $a"Plurilingual Classroom Practices and Participation contributes to a better understanding of plurilingual education in Catalonia by providing a description of the interactional resources mobilised by learners as social actors. This volume is a collection of studies that show interactions containing plurilingual and multimodal sequences that illustrate moments of potential acquisition of aspects of language use. Analysing data collected through ethnographic fieldwork, the studies explore interactions in primary, secondary, and tertiary milieus as well as non-formal settings and examine how participants organise their interaction, their ways of participating, and the resources they mobilise for them. The linguistic policies of the educational settings studied establish the use of a given language but contain samples of plurilingual practices in which languages like Arabic, Catalan, English, French, Greek, Mandarin, Punjabi, Spanish and Urdu come into play. The chapters explore the links between these practices and the construction of participation in the ongoing interaction. Although focused on language education in Catalonia, results can be transferred to classrooms worldwide which host plurilingual learners. Thus, the volume is an excellent resource for teachers and researchers interested in plurilingual education and can be used as a reference book in doctoral studies and teacher training programmes in this research field"--$cProvided by publisher.
504 $aIncludes bibliographical references and index.
588 $aDescription based on print version record.
650 0 $aMultilingual education$zSpain$zCatalonia.
650 0 $aLanguage and education$zSpain$zCatalonia.
650 6 $aEnseignement multilingue$zEspagne$zCatalogne.
650 7 $aFOREIGN LANGUAGE STUDY / General$2bisacsh
650 7 $aLANGUAGE ARTS & DISCIPLINES / Journalism$2bisacsh
650 7 $aLanguage and education.$2fast$0(OCoLC)fst00992142
650 7 $aMultilingual education.$2fast$0(OCoLC)fst01894667
651 7 $aSpain$zCatalonia.$2fast$0(OCoLC)fst01206043
655 7 $aessays.$2aat
655 7 $aEssays.$2fast$0(OCoLC)fst01919922
655 7 $aEssays.$2lcgft
655 7 $aEssais.$2rvmgf
700 1 $aMasats, Dolors,$eeditor.
700 1 $aNussbaum, Luci,$eeditor.
776 08 $iPrint version:$tPlurilingual classroom practices and participation$dLondon ; New York : Routledge, 2022$z9780367769581$w(DLC) 2021010060
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio15875604$zTaylor & Francis eBooks
852 8 $blweb$hEBOOKS