| Imprint: |
Routledge, 2021 |
| Abstract: |
This chapter focuses on how learners organise their participation in different interaction sequences recorded during the face-to-face implementation of a group task between Greek and Catalan secondary school students in the context of the trip that the Catalan students made to Greece as the culmination of a telecollaboration project. The study presents a case analysis derived from an ethnographic perspective and based on the theoretical and methodological premises of CA. The data suggest that when interacting with peers for genuine purposes, foreign language learners, even when faced with communication obstacles, strive to orient themselves towards the use of English-as-a-lingua-franca (ELF), a mediating communication tool in and outside the classroom with peer students with a different L1, students are obliged to deploy and mobilise multilingual and multimodal resources, together with other interactive procedures, to promote both mutual understanding (i. e. intersubjectivity) with other participants and the progress of the task at hand (i. e. progressivity, through the procedures let it pass and make it normal (Firth, 1996) to accomplish interactional order), and o the analysis of the learners' participation also illustrate the balance between the interactive duality proposed by Erickson (1982) between the SPS (social participation structure) and the ATS (academic task structure) within the learning task environment. Thus, transnational meetings between multilingual pairs improve the engagement and involvement of learners in the use of English, which ultimately has an impact on the development of their interactive competence (turn-taking & topic management) (Kramsch, 1986). |
| Note: |
The data presented here were collected within the research project 'Teachers as agents of transformation through their engagement in cross disciplinary innovative projects in the English classrooms (DATE)' sponsored by RecerCaixa 2016 (Project Ref.: 2016ACUP- 001 (2017- 2020)- LCF/ PR/ RC16/ 10100003). |
| Rights: |
Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.  |
| Language: |
Anglès |
| Document: |
Capítol de llibre |
| Subject: |
Learners' participation ;
Intersubjectivity ;
Progressivity ;
English as lingua franca ;
Conversation Analysis ;
Plurilingual peer interactions |
| Published in: |
Plurilingual Classroom Practices and Participation Analysing Interaction in Local and Translocal Settings, 2022, p. 188-199, ISBN 9780367769581 |
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