be6eec0211352ca3fd200a9fe046c342 pluclapra_a2021p149.pdf 49c9b198ed913a9bc4e2a734a10483a9b32a4089 pluclapra_a2021p149.pdf 27598b9de8cb70ba3df4db1a7e19ecbc8576e1c9083113615c55a2e18464df98 pluclapra_a2021p149.pdf Title: Plurilingual Classroom Practices and Participation; Analysing Interaction in Local and Translocal Settings Subject: 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 o Keywords: Author: Dolors Masats Creator: Adobe InDesign 15.1 (Windows) Producer: Adobe PDF Library 15.0; modified using iText® 5.1.0 ©2000-2011 1T3XT BVBA CreationDate: Wed Dec 7 08:05:27 2016 CET ModDate: Fri Sep 24 12:33:41 2021 CEST Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 13 Encrypted: no Page size: 442.205 x 663.307 pts Page rot: 0 File size: 4180879 bytes Optimized: 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2019-04-17) Date: 2022-10-21 02:32:54 CEST RepresentationInformation: pluclapra_a2021p149.pdf ReportingModule: PDF-hul, Rel. 1.12.1 (2019-04-17) LastModified: 2022-10-20 17:20:11 CEST Size: 4180879 Format: PDF Version: 1.4 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 162 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: ViewerPreferences: HideToolbar: false HideMenubar: false HideWindowUI: false FitWindow: false CenterWindow: false DisplayDocTitle: true NonFullScreenPageMode: UseNone Direction: L2R ViewArea: CropBox ViewClip: CropBox PrintArea: CropBox PageClip: CropBox PageLayout: SinglePage PageMode: UseNone Info: Title: Plurilingual Classroom Practices and Participation; Analysing Interaction in Local and Translocal Settings Author: Dolors Masats Subject: 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 o Keywords: Creator: Adobe InDesign 15.1 (Windows) Producer: Adobe PDF Library 15.0; modified using iText® 5.1.0 ©2000-2011 1T3XT BVBA CreationDate: Wed Dec 07 08:05:27 CET 2016 ModDate: Fri Sep 24 13:03:41 CEST 2021 ID: 0x796c32012ed50df790cd69dbe7194aba, 0x796c32012ed50df790cd69dbe7194aba Filters: FilterPipeline: FlateDecode Images: Image: NisoImageMetadata: FormatName: image/png ImageWidth: 1500 ImageHeight: 1021 ColorSpace: palette color BitsPerSample: 8 BitsPerSampleUnit: integer Filter: FlateDecode Intent: RelativeColorimetric Decode: 0, 255 Name: X Image: NisoImageMetadata: FormatName: image/png ImageWidth: 1500 ImageHeight: 1282 ColorSpace: palette color BitsPerSample: 8 BitsPerSampleUnit: integer Filter: FlateDecode Intent: RelativeColorimetric Decode: 0, 255 Name: X Image: NisoImageMetadata: FormatName: image/png ImageWidth: 1500 ImageHeight: 894 ColorSpace: palette color BitsPerSample: 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Parental permission to record was mediated through the school administration. The young learners were first ‘recruited’ by ‘avatar social scientists’ to help them observe three cases of ‘avatar tweens’, all of whom had some good habits but also some rather deleterious ones as well. In groups of four, the young ‘scientist helpers’ watched assigned case studies of the subjects named Smelly Susan (with obvious hygiene problems), Hungry Helga (with dietary challenges) and Gameboy Gary (with a videogame addiction). The cases had slight variations in all the versions to allow for eventual comparison and completion of information gap activities that led to the exchange.The excerpts analysed herein stem from one of the first telecollaborative sessions in which the young learners are involved in a comparative information exchange regarding their observations. Figure 12.1 Rect: 123, 462, 193, 450 ActionDest: External Page: Sequence: 3 Annotations: Annotation: Subtype: Link Contents: Nussbaum, 2017). Parental permission to record was mediated through the school administration. The young learners were first ‘recruited’ by ‘avatar social scientists’ to help them observe three cases of ‘avatar tweens’, all of whom had some good habits but also some rather deleterious ones as well. In groups of four, the young ‘scientist helpers’ watched assigned case studies of the subjects named Smelly Susan (with obvious hygiene problems), Hungry Helga (with dietary challenges) and Gameboy Gary (with a videogame addiction). The cases had slight variations in all the versions to allow for eventual comparison and completion of information gap activities that led to the exchange.The excerpts analysed herein stem from one of the first telecollaborative sessions in which the young learners are involved in a comparative information exchange regarding their observations. Figure 12.1 Rect: 219, 577, 267, 565 ActionDest: External Annotation: Subtype: Link Contents: Hall’s (2018) Rect: 255, 517, 309, 505 ActionDest: External Page: Sequence: 4 Annotations: Annotation: Subtype: Link Contents: Figures 12.2 Rect: 122, 90, 173, 78 ActionDest: External Annotation: Subtype: Link Contents: 3 Rect: 207, 90, 212, 78 ActionDest: External Page: Sequence: 5 Page: Sequence: 6 Annotations: Annotation: Subtype: Link Contents: Sert, 2015 Rect: 159, 337, 200, 325 ActionDest: External Page: Sequence: 7 Page: Sequence: 8 Annotations: Annotation: Subtype: Link Contents: Sert, 2015 Rect: 104, 454, 146, 442 ActionDest: External Annotation: Subtype: Link Contents: Majlesi and Broth, 2012 Rect: 174, 406, 275, 394 ActionDest: External Annotation: Subtype: Link Contents: Margutti, 2010) to check comprehension of the telecollaborative partner’s response (line 33, “eating ..”) which is completed by Clara in the next line (“fruit”). Interestingly, it has been Clara who has demanded the most clarifications and repair work during the entire excerpt. Finally, at the end of the excerpt, the teacher provides another spontaneous learnable by first demonstrating and then asking for repetition of the inter-actional resource of a sequence-​closing third part of the information-​exchange TCU: the finalisation of the turn with ‘thank you’ (lines 42–​44).As the exchange continues, we begin to see several incidences of uptake by the learners of the teachers’ prior repairs, embedded modelling and use of known-​information hints in their deployment of interactional resources for ‘polite’ repair work and expanded TCUs in the target language of English.Excerpt 3. Bup bup. Participants in Barcelona: Teacher (TEA), students in choral response (SS), unidentified student (??), other students, namely Clara (CLA), Hakim (HAK), Pol (POL), Sergio (SER). Onscreen: Teacher in Vienna (V TEA), student in Vienna (V S1) Rect: 208, 142, 269, 130 ActionDest: External Page: Sequence: 9 Page: Sequence: 10 Page: Sequence: 11 Annotations: Annotation: Subtype: Link Contents: Llompart et al, 2020 Rect: 166, 95, 252, 83 ActionDest: External Page: Sequence: 12 Annotations: Annotation: Subtype: Link Contents: https://​doi.org/​10.1080/​19463014.2018.1433050. Rect: 73, 291, 263, 280 Annotation: Subtype: Link Contents: https://​doi.org/​10.1080/ 13670050.2019.1598934. Rect: 292, 258, 388, 247 Annotation: Subtype: Link Contents: https://​doi.org/​10.1080/ 13670050.2019.1598934. Rect: 73, 247, 168, 236 Annotation: Subtype: Link Contents: https://​doi.org/​10.1016/​j.lcsi.2012.08.004. Rect: 327, 225, 388, 214 Annotation: Subtype: Link Contents: https://​doi.org/​10.1016/​j.lcsi.2012.08.004. Rect: 73, 214, 175, 203 Annotation: Subtype: Link Contents: https://​doi.org/​10.1080/​08351813.2010.497629. 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