The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.
Content
This module is compulsory for students specializing in the area of Teaching Language and Literature and is optional for other specialized areas of study.
The module covers innovative research in the domain of teaching of languages within the context of globalization, linguistic diversity (super-diversity), multiculturalism and the increasing use of English as a lingua franca in diverse contexts.
Contents include:
- Global conceptions of plurilingual and intercultural education;
- Features of an integrated approach to plurilingual education;
- The application of qualitative research to plurilingual education contexts (e.g. plurilingual interaction in the classroom, digital contexts, informal educational contexts);
- Research approaches to technology-mediated language learning contexts.
Methodology
The guided learning process will be developed from the following sections:
- Lectures/presentations by teachers.
- Reading of articles and other related resources.
- Analysis and discussion of articles and resources.
- Empirical activities: application of research concepts on classroom interactions; multilingual educational contexts; problem solving and cases.
- Development of the final product (in article format) and oral defense of the final output.
*Important note: The proposed teaching methodology and assessment may undergo some modification depending on the attendance restrictions imposed by the health authorities.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Evaluation criteria for the module
Attendance & participation 15%
The following items will be taken into account:
- Regular attendance;
- Punctuality;
- Demonstrative engagement with proposed activities during class;
- Collaboration with classmates;
- Facilitation and support of classmates' learning as well as own.
Ongoing activities (homework, preparation for class, post-class follow-up, etc.) 35%
The following items will be taken into account:
- Critical reading of assigned texts and materials.
- Preparation prior to class (e.g. critical reading of assigned texts and materials).
- Post-class exploration of of the theoretical foundations necessary to advance in the elaboration of the evaluation tasks and in the conceptual understanding of the contents of the module;
- Regular advancement of final output (writing workshop, delivery of drafts, etc.).
- Engagement with proposed empirical research tasks (case studies, etc.).
Final Output (50%)
The final output consists of:
- The development of a written article, in the format of an academic article, in in which a small analysis of data is proposed and theoretically and methodologically justified.
- Extension of article: 3,000 to 4,000 words. The text should follow the guidelines indicated in the workshop on style guidelines provided during the course.
- Oral defense and the discussion of the article duringa face-to-face session, in the format of a presentation in a congress or conference.
The following will be taken into account:
The written academic article:
- Content: interest of the subject, originality of the approach; investigative rigor; results obtained;
- Communicative and formal aspects: Coherent and understandable text that has all the characteristics of academic writing and does not use discriminatory language.
Defense of article:
- Content: presentation of the theoretical and methodological framework of the article, presentation and discussion of the data; reflections on the implications of the study; the presentation should take the listener into account in its orientation of delivery.
- Communicative skills: orderly and understandable presentation; ability to present and discuss the content cogently; use of academic discourse in explanation and discussion and no use discriminatory language.
Any student who has suspended the course can make it up by submitting a second, longer article, of 5000-6000 words that should meet the standards of an article in a scientific journal.
*Important note: The proposed teaching methodology and assessment may undergo some modification depending on the attendance restrictions imposed by the health authorities.
Adaptations may be applied for any student who is unable to follow the course due to COVID-19:
1. The student should make his/her request alleging the reasons of impossibility of following the regular teaching plan. There is no need to present any legal certification of the situation.
2. The dean's office or school management will assess the request and, if it deemed sufficient, will communicate the decision to the teacher in order to make the necessary adaptations.
General criteria for acceptance:
- The student or a member of the student's family withwhom they are in close contact (living in the same residence, etc.) has contracted Covid-19 or has any related condition therein.
- Conditions of employment or job change arising from the situation.
- ICT and connectivity and/or other technical difficulties.
- The student is care-taker for anyone vulnerable.
- The student provides services related to the situation (health ...).
- Any other situation generated within the context of the Covid-19 pandemic.
Bibliography
Recommended bibliography (all of the reading on this list will not necessarily be used for the guided activities in the course, but the list is useful for autonomous work). Specific bibliography to some of the activities will be given at the beginning of the course or during the course. The links in this document will be updated at the beginning of the course, if necessary.
- Alam, F., Stein, A. & Rosemberg, C.R. (2011). “Te explicó qué quiere decir”, “te digo cómo se llama”. Interacciones niño-niño en torno a vocabulario no familiar, Bellaterra Journal of Teaching & Learning Language & Literature, 4(4), 56-71. https://doi.org/10.5565/rev/jtl3.442
- Andreani , H.A. (2014). Wawqes Pukllas. Prácticas juveniles de escritura quichua (Argentina), Bellaterra Journal of Teaching & Learning Language & Literature, 7(4), 38-56. https://doi.org/10.5565/rev/jtl3.537
- Anguera Cerarols, C. (2013). L’ensenyament de l’espai geogràfic en una aula d’anglès de primària, Bellaterra Journal of Teaching & Learning Language & Literature, 6(4), 33-53. https://doi.org/10.5565/rev/jtl3.549
- Antoniadou, V. (2011). Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective, Bellaterra Journal of Teaching & Learning Language & Literature, 4(3), 53-70. https://doi.org/10.5565/rev/jtl3.424
- Antoniadou, V. & Dooly, M. (2017). Educational ethnography in blended learning environments. In E. Moore & M. Dooly (eds.) Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 237-263). Dublin, Ireland/Voillans, France: Research-publishing.net. DOI: https://doi.org/10.14705/rpnet.2017.emmd2016.626 (also available in Catalan)
- Ballena, C., Masats, D. & Unamuno, V. (2020). The transformation of language practices: Notes from the Wichi community of Los Lotes (Chaco, Argentina). In E. Moore, J. Bradley & J. Simpson (eds.), Translanguaging as transformation: The collaborative construction of new linguistic realities (pp.76-92). Bristol: Multilingual Matters.
- Beacco, J.-C., Coste, D., van de Ven, P.-H. & Vollmer, H. (2010). Langues et matières scolaires – dimensions linguistiques de la construction des connaissances dans les curriculums, Strasbourg: Conseil de l’Europe. Veure: Plateforme de ressources et de références pour une éducation plurilingue et interculturelle.
- Beacco, J.-C., Coste, D., van de Ven, P.-H. & Vollmer, H. (2010). Language and school subjects- Linguistic dimensions of knowledge building in school curricula. Strasbourg: Conseil de l’Europe.
- Birello, M., Llompart, J. & Moore, E. (2021). Being a plurilingual speaker versus becoming a linguistically sensitive teacher: contradictions in the discourses of initial teacher education students. International Journal of Multilingualism (early view). https://www.tandfonline.com/doi/full/10.1080/14790718.2021.1900195
- Borràs, E. i&Moore, E. (2019). The plurilingual and multimodal management of participation and subject complexity in university CLIL teamwork. English Language Teaching, 12(2), 100-112.https://doi.org/10.5539/elt.v12n2p100
- Blommaert, J. & Backus, A. (2011). Repertoires revisited: ‘Knowing language’ in superdiversity. Working papers in urban language & literacies, no. 67. Tilburg: Tilburg University.
- Corona, V. (2017). Un acercamiento etnográfico al estudio de las variedades lingüísticas de jóvenes latinoamericanos en Barcelona. In E. Moore & Melinda Dooly (eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 151-169). Dublin, Ireland/Voillans, France: Research-publishing.net. DOI: https://doi.org/10.14705/rpnet.2017.emmd2016.626 (also available in English)
- Corona, V., Nussbaum, L. & Unamuno, V. (2013). The emergence ofnew linguistic repertoires among Barcelona'syouth of Latin American Origin, International Journal of Bilingual Education and Bilingualism, 16(2), 182-194. https://doi.org/10.1080/13670050.2012.720668
- Coste, D.; Moore, D., & Zarate, G. (2009). Plurilingual and pluricultural competence. Strasbourg: Council of Europe.
- Dooly, M. (2011).Divergent perceptions of telecollaborative language learning tasks: Tasks-as-workplan vs. task-as-process, Language Learning & Technology, 15(2), 69-91.https://doi.org/10125/44252
- Dooly, M. (2017). A mediated discourse analysis (MDA) approach to multimodal data. IN E. Moore & M. Dooly (eds.) Qualitative approaches to research in plurilingual language learning environments / Enfocaments qualitatius per a la recerca en educació plurilingüe (pp. 189-211). Dublin: Research-publishing.net. (also available in Catalan)
- Dooly, M. & Davitova, N. (2018). ‘What can we do to talk more?’ Analysing language Learners’ online interaction. Hacettepe University Journal of Education, Special Issue: Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives, 33, 215-237.
- Dooly, M. & Masats, D. (2011). Closing the loop between theory and praxis: New models in EFL teaching, ELT Journal, 65(1), 42-51. https://doi.org/10.1093/elt/ccq017
- Dooly, M. & Masats, D. (2020). 'What do you zinc about the project?': Examples oftechnology-enhancedproject-based language learning. In G. Beckett & T. Slater (eds.), Global perspectives on project-based language learning, teaching, and assessment: Key approaches, technology tools, and frameworks (pp. 126–145). NY/Milton Park, Abingdon: Routledge.
- Dooly, M., Moore, E. & Vallejo, C. (2017). Research ethics. In E. Moore & M. Dooly (eds.), Qualitative approaches to research in plurilingual language learning environments / Enfocaments qualitatius per a la recerca en educació plurilingüe (pp. 351-362). Dublin: Research-publishing.net. (also available in Spanish)
- Dooly, M. & Vallejo, C. (2018). Bridging across languages and cultures in everyday lives: an expanding role for critical intercultural communication. Language & Intercultural Communication (Special Issue), 18(1), 1-8. https://doi.org/10.1080/14708477.2017.1400508
- Dooly, M. & Vallejo, C. (2020). Bringing plurilingualism into teaching practice: a quixotic quest? Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 81-97. https://doi.org/10.1080/13670050.2019.1598933
- Erling, E. & Moore, E. (2021). Introduction: Socially just plurilingual education in Europe: Shifting subjectivities through researchandaction, International Journal of Multilingualism, 1-11. https://doi.org/10.1080/14790718.2021.1913171
- Gajo, L. (2011). Trabajar en otra lengua para elaborar saberes en una disciplina. In C. Escobar Urmeneta & L. Nussbaum (eds.) Aprendre en una altra llengua. Learning through another language. Aprender en otra lengua (pp. 53-70). Bellaterra: Servei de Publicacions UAB.
- Gandulfo, C., & Nussbaum, L. (2016). Hablantes bi/plurilingües y prácticas educativas: Perspectivas etnográficas e interaccionistas, Signo y Seña, 29, 5-10.
- Garcia, O. (2009). Education, multilingualism and translanguaging in the 21st century. In O. Garcia (ed.) Bilingual education in the 21st century: A global perspective (pp. 140-158). Wiley-Blackwell: Oxford.
- Hall, J.K., Cheng, A., & Carlson, M. T. (2006). Reconceptualizing multicompetence as a theory of language knowledge, Applied Linguistics, 27(2), 220–240. https://doi.org/10.1093/applin/aml013
- Llompart Esbert , J. (2014). Ressources en transformation: multimodalitat, plurilingüismo, acquisizione – seen from an interactional perspective. Una entrevista amb Lorenza Mondada, Bellaterra Journal of Teaching & Learning Language & Literature, 7(4), 79-87. https://doi.org/10.5565/rev/jtl3.607
- Llompart, J., Masats, D., Moore, E. & Nussbaum, L. (2020). 'Mézclalo un poquito': plurilingual practices in multilingual educational milieus. Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1),98-112. https://doi.org/10.1080/13670050.2019.1598934
- Llompart, J. & Moore, E. (2020). La reflexión para la didáctica lingüísticamente inclusiva, Textos de Didáctica de la Lengua y la Literatura, 88, 55-60.
- Llompart-Esbert, J. & Nussbaum, L. (2020). Collaborative and participatory research for plurilingual language learning. In E. Moore, J.Bradley & J. Simpson (eds.), Translanguaging as transformation: The collaborative construction of new linguistic realities (pp. 216-249). Clevedon: Multilingual Matters.
- Markee, N. (2008). Towards a learning behavior tracking methodology for CA-for SLA, Applied Linguistics, (29)3, 404–427. https://doi.org/10.1093/applin/amm052
- Masats, D. (2017). L'anàlisi de la conversa al servei de la recerca en el camp de l'acquisició de segones llengües (CA-for-SLA). In E. Moore & M. Dooly (eds.), Qualitative approaches to research in plurilingual language learning environments / Enfocaments qualitatius per a la recerca en educació plurilingüe (pp. 293-320). Dublin: Research-publishing.net. (also available in English)
- Masats, D., Nussbaum, L. & Unamuno, V. (2007).When the activity shapes the repertoire of second language learners. In L. Roberts, A. Gürel, S. Tatar & L. Martí (eds.) EUROSLA Yearbook (selected papers of EUROSLA 16 and 15 conferences): Volume 7 (pp. 121-147). Amsterdam: John Benjamins.
- Masats, D. & Unamuno, V. (2001). Constructing social identities and discourse through repair activities. In S.H. Foster-Cohen & A. Nizegorodcew (eds.) EUROSLA Yearbook: Volume 1 (pp. 239–254). Amsterdam: John Benjamins.
- Menti, A.B. & Alam, F. (2014). Los gestos y la enseñanza de palabras poco familiares: ¿Cuándo emplean las maestras información gestual?, Bellaterra Journal of Teaching & Learning Language & Literature, 7(1), 17-32. https://doi.org/10.5565/rev/jtl3.510
- Migdalek, M.J. i Rosemberg, C.R. (2012). La función de los gestos durante la planificación del juego en el jardín de infantes, Bellaterra Journal of Teaching & Learning Language & Literature, 5(3), 25-43. https://doi.org/10.5565/rev/jtl3.457
- Moore, E. (2014). Constructing content and language knowledge in plurilingual student teamwork: Situated and longitudinal perspectives, International Journal of Bilingual Education and Bilingualism, 17(5), 586-609. https://doi.org/10.1080/13670050.2013.860947
- Moore, E., Borràs, E. & Nussbaum, L. (2013). Plurilingual resources in lingua franca talk: An interactionist perspective. In H. Haberland, D. Lønsmann & B. Preisler (eds.) Language alternation, language choice and language encounter in international tertiary education (pp. 53-84). Dordrecht: Springer.
- Moore, E. & Nussbaum, L. (2011). Què aporta l'anàlisi conversacional a la comprensióde les situacions d'AICLE. In C. Escobar Urmeneta & L. Nussbaum (eds.) Aprendre en una altra llengua. Learning through another language. Aprender en otra lengua (pp. 93-117). Bellaterra: Servei de Publicacions UAB.
- Moore, E. & Llompart, J. (2019). De la didàctica de les llengües a la didàctica del plurilingüisme. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(2), 57-65. https://doi.org/10.5565/rev/clil.27
- Moore, E. & Nussbaum, L. (2014). Building a multilingual university in institutional policies and everyday practices. In J.W. Unger, M. Krzyżanowski & R. Wodak (eds.) Multilingual encounters in Europe’s institutional spaces (pp. 243-269). London: Continuum.
- Moore, E. & Nussbaum, L. (2013). La lingüística interaccional y la comunicación en las aulas, Textos de Didáctica de la Lengua y de la Literatura, 63, 43–50.
- Moore, E. & Patiño-Santos, A. (2014). Plurilingual resources for ‘welcoming’ at a university service for international students, Journal of Multilingual and Multicultural Development, 35(4), 406-425. https://doi.org/10.1080/01434632.2013.874437
- Moore, E., Nussbaum, L. & Borràs, E. (2013). Plurilingual teaching and learning practices in ‘internationalised’ university lectures. International Journal of Bilingual Education and Bilingualism, 16(4), 471–493. https://doi.org/10.1080/13670050.2012.702724
- Nussbaum, L., Moore, E. & Borràs, E. (2013). Accomplishing multilingualim through plurilingual activities. In A-C. Berthoud, F. Grin & G. Lüdi (eds.), Exploring the dynamics of multilingualism: The DYLAN project (pp. 229-252). Amsterdam: John Benjamins.
- Nussbaum, L. (2013). Socialisation langagière et construction des identités. In B.Falaize, Ch. Heimberg & O. Louves (eds.) L’école et la nation (pp. 195-206). Lyon: ENS Éditions.
- Nussbaum, L. (2013). De las lenguas en contacto al habla plurilingüe. In V. Unamuno & A. Maldonado (eds.) Prácticas y repertorios plurilingües en Argentina (pp. 273-283). Bellaterra: GREIP-UAB.
- Nussbaum, L. (2013). Interrogations didactiques sur l’éducation plurilingue. In V. Bigot, A. Bretegnier & M. Vasseur (eds.) Vers le plurilinguisme? 20 ans après (pp. 85-93). Paris: Albin Michel.
- Nussbaum, L. (2014). Una didàctica ‘sociolingüística’ de les llengües? Bellaterra Journal of Teaching & Learning Language & Literature, 7(3), 1-13. https://doi.org/10.5565/rev/jtl3.590
- Nussbaum, L. & Unamuno, V. (2014). Luces y sombras de la educación plurilingüe en España y América Latina. In C.Lomas (ed.) La educación lingüística, entre el deseo y la realidad. Competencias comunicativas y enseñanzadel lenguaje (pp. 203-215). Barcelona: Octaedro.
- Nussbaum, L. & Unamuno, V. (eds.) (2006). Usos i competències multilingües entre escolars d’origen immigrant. Bellaterra: Servei de Publicacions de la UAB.
- Thorne, S.L.(2013). Language learning, ecological validity, and innovation under conditions of superdiversity, Bellaterra Journal of Teaching & Learning Language & Literature, 6(2), 1-27. https://doi.org/10.5565/rev/jtl3.526
- Unamuno, V. (2010). Plurilingüismo y formación de maestros indígenas en la Argentina, Bellaterra Journal of Teaching & Learning Language & Literature, 3(2), 88-97. https://doi.org/10.5565/rev/jtl3.211
- Unamuno, V. i Maldonado, A. (eds.) (2013). Prácticas y repertorios plurilingües en Argentina. Bellaterra: GREIP.
- Vallejo,C. (2020). Child-volunteer socialisation in an after-school programme: a case study about transcaring and transformation, Language and Intercultural Communication, 10(6), 513-530. https://doi.org/10.1080/14708477.2020.1763378
- Vallejo, C. & Dooly, M. (2020). Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue, Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 1-16. https://doi.org/10.1080/13670050.2019.1600469
Recursos educatius oberts / Open Educational Resources (OER):
- Making Literacy Meaningful: Dooly, M, Masats, M., Pascual Calvo, X. & Vallejo, C. (2019). FAQs about plurilingual Education: Key issues and some informed answers.
- Making Literacy Meaningful: Dooly, M. & Vallejo, C. (2019). Teaching pronunciation across languages.
- Making Literacy Meaningful: Dooly, M. & Vallejo, C. (2019). Creatingan inclusive supportive language environment.
- Making Literacy Meaningful: Dooly, M. & Vallejo, C.(2019). Crear un ambient inclusiu per donar suport a l’aprenentatge de la llengua.
- Making LiteracyMeaningful: Dooly, M. & Vallejo, C. (2019).First and other language acquisition: Activities for promotion of language learning across all levels.
- Making LiteracyMeaningful: Dooly, M. & Vallejo, C. (2019). Identifying and working with the different levels of linguistic competence of the newcomer.
- Making Literacy Meaningful: Pascual Calvo, X. (2019). La gestió de la diversitat lingüística a l’aula: un repte per al professorat.
- Making Literacy Meaningful: Pascual Calvo, X. (2019). Els primers passos vers l’escriptura: Entrevista a Maria Montes Valls.