JULIA LLOMPART | Universitat Autònoma de Barcelona (original) (raw)
Papers by JULIA LLOMPART
CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2019
The article sets out from research carried out over the past several decades in the broad field o... more The article sets out from research carried out over the past several decades in the broad field of language teaching and learning. It first proposes that plurilingual competence should be considered the foundation for and aim of language teaching and learning. It then traces some of the major didactic approaches based on the plurality of languages and cultures that have emerged over the past 30 years in Europe. Extending from these, the article then discusses how the so-called didactics of plurilingualism may be organised at different levels of action: macro, meso and micro. Finally, an example of a plurilingual teaching approach is offered and some challenges for the future are introduced.
International Journal of Bilingual Education and Bilingualism, 2019
ABSTRACT We analyse data collected at multilingual schools in Catalonia, taking a plurilingual an... more ABSTRACT We analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-cultural Conversation Analysis approach to the interactions studied. The analytical sections of the article show how plurilingual practices are resources for students’ participation in classroom activities; we argue that language learning is a process that is reflected in how students’ participation is achieved and modified in classroom interaction over time, and in the ways in which they mobilise interactional resources for scaffolding their completion of cognitive and communicative activities. Our results suggest that learners set out from an initial stage in which they have little possibilities of participating in communicative activities in the target language, and progressively, through practice, and through the use of interlinguistic (e.g. recourse to resources from other named languages in their plurilingual repertoire) and intralinguistic (lexical substitution and paraphrasing) procedures, they learn to participate in interactions in unilingual mode in that language. We then argue that as plurilingualism is a reality both of social interaction and of learning processes, it should be ‘didacticised’; that is, transformed into classroom teaching methodology. We introduce our understanding of the didactics of plurilingualism, an approach based on project-based learning, and discuss its operation on the macro, meso and micro levels.
Profesorado, Revista de Currículum y Formación del Profesorado
Este artículo parte de un dilema ético que surgió al usar vídeos para la comunicación transnacion... more Este artículo parte de un dilema ético que surgió al usar vídeos para la comunicación transnacional en un proyecto global de educación e investigación en el cual participaban jóvenes. Analizamos datos que permiten la reconstrucción del proceso de producción y recepción de uno de los videos en particular producido por adolescentes participantes de Cataluña para un grupo de jóvenes de Uganda. Los datos incluyen el vídeo en sí y otros datos etnográficos (observación del proceso de creación y entrevistas y grupos de discusión realizados a posteriori). El vídeo fue considerado por las coordinadoras/investigadoras como potencialmente comprometedor para los jóvenes ugandeses participantes en el proyecto ya que, sin acceso a los datos etnográficos que sugieren lo contrario, se podría entender que la película cuenta una historia de homosexualidad (que, a diferencia de Cataluña, es perseguida criminalmente en Uganda). Por precaución, el vídeo fue retirado de circulación. El análisis se enmarc...
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2019
The article sets out from research carried out over the past several decades in the broad field o... more The article sets out from research carried out over the past several
decades in the broad field of language teaching and learning. It
first proposes that plurilingual competence should be considered
the foundation for and aim of language teaching and learning. It then
traces some of the major didactic approaches based on the plurality
of languages and cultures that have emerged over the past 30 years in
Europe. Extending from these, the article then discusses how the so-called
didactics of plurilingualism may be organised at different levels of action:
macro, meso and micro. Finally, an example of a plurilingual teaching
approach is offered and some challenges for the future are introduced.
Sustainable Multilingualism, 2020
This article reports findings from an investigation into migrant and nonmigrant origin pre-servic... more This article reports findings from an investigation into migrant and nonmigrant origin pre-service teachers' beliefs about multilingualism and the relationship between their linguistic trajectories as students and how they perceive themselves as future teachers. We analize the beliefs of around seventy pre-service teachers taking part in a university course, collected through an individual reflection tool based on a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) and a group discussion in which students had to discuss their ideas and create a collective document. In this article we focus on the discourse of four pre-service teachers, two of whom had migration backgrounds and two of whom who did not. Findings suggest that pre-service teachers' life and learning experiences contribute to different emotions and feeling about language and teaching in a multilingual setting. They also influence the perception the pre-service teachers have of themselves as future teachers. Pre-service teachers regard the preparation received at the university negatively and express insecurities. Findings illustrate that migrant origin pre-service teachers feel more prepared in the sense they believe that their migration experience can help to understand newcoming students and be empathic with them.
European Educational Research Journal, 2021
This study sought to explore the ideological and implementational spaces for mainstreaming multil... more This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies and curricula across the European Union. The concept of linguistically sensitive teaching (LST) was used as a lens to examine inclusive, equity-centred MPs in ITE. A multi-sited comparative case study was conducted to collect data in nine locations. As a result, a general trend of ideological spaces was observed for MPs in language-in-education policies at the European and (sub)national levels. However, this ideological space was not always implemented in ITE. As a second result, explicit mentions of MPs and LST were identified in the ITE curricula of seven sites, and in each of the nine cases, a
Profesorado. Revista de currículum y formación del profesorado, 2020
Este artículo parte de un dilema ético que surgió al usar videos para la comunicación transnacion... more Este artículo parte de un dilema ético que surgió al usar videos para la comunicación transnacional en un proyecto global de educación e investigación en el cual participaban jóvenes. Analizamos datos que permiten la reconstrucción del proceso de producción y recepción de uno de los videos en particular producido por adolescentes participantes de Cataluña para un grupo de jóvenes de Uganda. Los datos incluyen el video en sí y otros datos etnográficos (observación del proceso de creación y entrevistas y grupos de discusión realizados a posteriori). El video fue considerado por las coordinadoras/investigadoras como potencialmente comprometedor para los jóvenes ugandeses participantes en el proyecto ya que, sin acceso a los datos etnográficos que sugieren lo contrario, se
Education Action Research, 2021
This article examines the possibilities and challenges in turning a top-down action research proj... more This article examines the possibilities and challenges in turning a top-down action research project led by high-level public authorities into a shared and collaborative, multi-site and multiprofessional bottom-up action research project. For this purpose, the article explores the initial stages of a European level action research project called 'Linguistically Sensitive Teaching in All Classrooms' that aimed to help teacher education systems better acknowledge linguistically diverse student populations in seven European countries. The analysis of the data sought to identify how to promote linguistically sensitive initial teacher education by incorporating reflection tasks into existing courses, and how to transform a top-down research project into a shared and collaborative bottom-up action project. The primary data consisted of 19 video-recorded online research meetings. Qualitative analysis was used to identify 'critical moments' in the data; these included a moment of major insight where transformation of project related ideas took place. The findings showed that linguistically sensitive teaching as a phenomenon is complex and the related terminology challenging to translate between languages and contexts. Furthermore, a European level action research requires negotiating a joint understanding of the roles of the participants and the individual perceptions of project ownership in each context. This suggests that a deeper understanding of the processes of participation and the partnerships involved in the action research may be as valuable as the actual reflection tools developed in the project in securing a systematic change towards linguistically sensitive teacher education.
Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe, 2017
Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe, 2017
Textos de Didáctica de la Lengua y la Literatura, 2019
Un reto de la educación es cómo conseguir, partiendo de las competencias plurilingües diversas d... more Un reto de la educación es cómo conseguir, partiendo de las competencias plurilingües diversas del alumnado, que este adquiera las competencias necesarias en las lenguas curriculares. En este texto se muestra un proyecto colaborativo en el que el alumnado de 4.º de ESO se convirtió en investigador de sus prácticas plurilingües y presentó los resultados y su análisis al alumnado universitario, mostrando su empoderamiento y aprendizaje.
Articles de Didàctica de la Llengua i la Literatura, 2019
Què passa quan realitzem un taller de traducció de còmic plurilingüe amb estudiants que no conei... more Què passa quan realitzem un taller de traducció de còmic
plurilingüe amb estudiants que no coneixen la llengua original del
text? Quines estratègies s’adopten per adaptar aquesta complexa
tipologia textual? A partir d’aquestes preguntes, el nostre taller
pretenia demostrar al jovent el potencial de la intercomprensió
lingüística, a més de la importància del domini del component
cultural associat a una llengua.
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM, 2019
We analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-c... more We analyse data collected at multilingual schools in Catalonia, taking a
plurilingual and socio-cultural Conversation Analysis approach to the
interactions studied. The analytical sections of the article show how
plurilingual practices are resources for students’ participation in
classroom activities; we argue that language learning is a process that is
reflected in how students’ participation is achieved and modified in
classroom interaction over time, and in the ways in which they mobilise
interactional resources for scaffolding their completion of cognitive and
communicative activities. Our results suggest that learners set out from
an initial stage in which they have little possibilities of participating in
communicative activities in the target language, and progressively,
through practice, and through the use of interlinguistic (e.g. recourse to
resources from other named languages in their plurilingual repertoire)
and intralinguistic (lexical substitution and paraphrasing) procedures,
they learn to participate in interactions in unilingual mode in that
language. We then argue that as plurilingualism is a reality both of
social interaction and of learning processes, it should be ‘didacticised’;
that is, transformed into classroom teaching methodology. We introduce
our understanding of the didactics of plurilingualism, an approach based
on project-based learning, and discuss its operation on the macro, meso
and micro levels.
Treballs de Sociolingüística Catalana, 2017
Resum La realitat sociolingüística del context català s'ha vist modificada, especialment a partir... more Resum La realitat sociolingüística del context català s'ha vist modificada, especialment a partir dels anys noranta, per l'arribada de persones d'arreu del món. Actualment, alguns espais urbans de la ciutat de Barcelona entren en el paradigma de la superdiversitat. Les llengües d'origen de les poblacions que els configuren solen ser transmeses en família. En canvi, la transmissió lingüística del català a infants i adolescents s'assegura sobretot des de l'escola, mentre que el castellà és adquirit, per part d'infants, joves i adults, especialment en els contextos socials en què aquesta llengua és emprada com a llengua franca. L'anàlisi de les dades d'un estudi etno-gràfic, realitzat en un centre de secundària de la ciutat de Barcelona, obre nous interessos de recerca: l'activitat de mediació interlingüística intergeneracional i l'activitat de suport a l'aprenentatge del castellà com a possibles vies per a la transmissió lingüística intergeneracio-nal «inversa» (de filles i fills a progenitors). Això porta a ampliar el concepte de transmissió lingüística intergeneracional de manera que inclogui la bidireccionalitat. Paraules clau: transmissió intergeneracional inversa, mediació interlingüística, migració, superdiversitat, castellà. Abstract The Catalan sociolinguistic context has changed, especially since the arrival of people from around the world in the 1990s. Nowadays, some urban spaces of Barcelona are considered su-perdiverse. The native languages of the populations living in these contexts are usually transmitted within the family. However, the transmission of the Catalan language to children and teenagers is ensured in the school context, while Spanish is acquired by children, young people and adults especially in the social contexts in which this language is used as a lingua franca. The analysis of data from an ethnographic study carried out in a secondary school in Barcelona
Cuadernos de Pedagogía, 2018
Esta experiencia didáctica, realizada en un instituto del barrio antiguo de Barcelona en el que c... more Esta experiencia didáctica, realizada en un instituto del barrio antiguo de Barcelona en el que confl uyen gran diversidad de orígenes, sitúa al alumnado en el centro del proceso educativo e invierte, en ocasiones, los roles de experto e inexperto tradicionalmente asignados.
Bellaterra Journal of Teaching & Learning Language & Literature, 2014
Entrevista amb Lorenza Mondada
RESUMEN. La situación sociolingüística de algunos centros educativos de la ciudad de Barcelo-na, ... more RESUMEN. La situación sociolingüística de algunos centros educativos de la ciudad de Barcelo-na, resultado de las olas migratorias de finales de siglo, es compleja, puesto que su alumnado tiene orígenes muy diversos y trayectorias lingüísticas particulares. En estos centros, la ense-ñanza de lenguas se organiza de manera separada: el catalán es la lengua vehicular de las ma-terias del currículum, excepto en las clases de castellano, inglés o francés. En cambio, el aula de acogida se construye como un espacio de prácticas plurilingües, más acordes con la reali-dad de los usos del alumnado. En este artículo se pretende analizar y contrastar, a partir de datos etnográficos y registros de audio y vídeo, las concepciones que subyacen a los menciona-dos espacios de enseñanza en un instituto de educación secundaria de Barcelona. Palabras clave: aprendizaje de lenguas, prácticas plurilingües, análisis conversacional, in-migración, educación. ABSTRACT. As a result of the migratory waves of the end of the last century, the sociolinguistic situation in some schools of Barcelona is complex due to the diversity of students origins and they followed particular linguistic trajectories. In these institutions language teaching is organized separately: on one hand, Catalan is the language used for all the subjects of the curriculum , except in the Spanish, English and French classes. On the other hand, the reception classroom is constructed as a space of multilingual practices, similar to the real linguistic practices of the students. This article aims to analyse and contrast, based on ethnographic audio and video data, the conceptions underlying the above mentioned teaching spaces in a secondary school in Barcelona.
Este trabajo pretende investigar los cambios en la dinámica de la transmisión de lenguas que se p... more Este trabajo pretende investigar los cambios en la dinámica de la transmisión de lenguas que se produce en familias procedentes de Pakistán y Marruecos y, en concreto, entre madres e hijas, éstas últimas en edades escolares y escolarizadas, total o parcialmente, en Cataluña. Nos interesa especialmente analizar las
concepciones familiares y lingüísticas que tienen estas niñas sobre sus madres y, por lo tanto, las categorizaciones que hacen de sus progenitoras y, también, las autocategorizaciones de sus madres. Para ello, se analizan los contenidos de conversaciones, en el ámbito escolar y fuera de la escuela entre las jóvenes y
entre las jóvenes y sus madres, y se relacionan con los estudios sobre la socialización lingüística, las categorizaciones y la construcción de la identidad. Esta investigación se centra en estas niñas y jóvenes que “dicen hacer de maestras de sus progenitores o hermanos” (Unamuno y Nussbaum, 2006), con el objetivo de descubrir cómo se produce esta transmisión de la lengua y cómo es su competencia plurilingüe.
Websites and teaching resources by JULIA LLOMPART
The website includes the audio recordings and their transcriptions of the “Conversations with Joh... more The website includes the audio recordings and their transcriptions of the “Conversations with John. J. Gumperz” which took place in Barcelona in 1997, at the UPF campus in La Rambla.
CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2019
The article sets out from research carried out over the past several decades in the broad field o... more The article sets out from research carried out over the past several decades in the broad field of language teaching and learning. It first proposes that plurilingual competence should be considered the foundation for and aim of language teaching and learning. It then traces some of the major didactic approaches based on the plurality of languages and cultures that have emerged over the past 30 years in Europe. Extending from these, the article then discusses how the so-called didactics of plurilingualism may be organised at different levels of action: macro, meso and micro. Finally, an example of a plurilingual teaching approach is offered and some challenges for the future are introduced.
International Journal of Bilingual Education and Bilingualism, 2019
ABSTRACT We analyse data collected at multilingual schools in Catalonia, taking a plurilingual an... more ABSTRACT We analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-cultural Conversation Analysis approach to the interactions studied. The analytical sections of the article show how plurilingual practices are resources for students’ participation in classroom activities; we argue that language learning is a process that is reflected in how students’ participation is achieved and modified in classroom interaction over time, and in the ways in which they mobilise interactional resources for scaffolding their completion of cognitive and communicative activities. Our results suggest that learners set out from an initial stage in which they have little possibilities of participating in communicative activities in the target language, and progressively, through practice, and through the use of interlinguistic (e.g. recourse to resources from other named languages in their plurilingual repertoire) and intralinguistic (lexical substitution and paraphrasing) procedures, they learn to participate in interactions in unilingual mode in that language. We then argue that as plurilingualism is a reality both of social interaction and of learning processes, it should be ‘didacticised’; that is, transformed into classroom teaching methodology. We introduce our understanding of the didactics of plurilingualism, an approach based on project-based learning, and discuss its operation on the macro, meso and micro levels.
Profesorado, Revista de Currículum y Formación del Profesorado
Este artículo parte de un dilema ético que surgió al usar vídeos para la comunicación transnacion... more Este artículo parte de un dilema ético que surgió al usar vídeos para la comunicación transnacional en un proyecto global de educación e investigación en el cual participaban jóvenes. Analizamos datos que permiten la reconstrucción del proceso de producción y recepción de uno de los videos en particular producido por adolescentes participantes de Cataluña para un grupo de jóvenes de Uganda. Los datos incluyen el vídeo en sí y otros datos etnográficos (observación del proceso de creación y entrevistas y grupos de discusión realizados a posteriori). El vídeo fue considerado por las coordinadoras/investigadoras como potencialmente comprometedor para los jóvenes ugandeses participantes en el proyecto ya que, sin acceso a los datos etnográficos que sugieren lo contrario, se podría entender que la película cuenta una historia de homosexualidad (que, a diferencia de Cataluña, es perseguida criminalmente en Uganda). Por precaución, el vídeo fue retirado de circulación. El análisis se enmarc...
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2019
The article sets out from research carried out over the past several decades in the broad field o... more The article sets out from research carried out over the past several
decades in the broad field of language teaching and learning. It
first proposes that plurilingual competence should be considered
the foundation for and aim of language teaching and learning. It then
traces some of the major didactic approaches based on the plurality
of languages and cultures that have emerged over the past 30 years in
Europe. Extending from these, the article then discusses how the so-called
didactics of plurilingualism may be organised at different levels of action:
macro, meso and micro. Finally, an example of a plurilingual teaching
approach is offered and some challenges for the future are introduced.
Sustainable Multilingualism, 2020
This article reports findings from an investigation into migrant and nonmigrant origin pre-servic... more This article reports findings from an investigation into migrant and nonmigrant origin pre-service teachers' beliefs about multilingualism and the relationship between their linguistic trajectories as students and how they perceive themselves as future teachers. We analize the beliefs of around seventy pre-service teachers taking part in a university course, collected through an individual reflection tool based on a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) and a group discussion in which students had to discuss their ideas and create a collective document. In this article we focus on the discourse of four pre-service teachers, two of whom had migration backgrounds and two of whom who did not. Findings suggest that pre-service teachers' life and learning experiences contribute to different emotions and feeling about language and teaching in a multilingual setting. They also influence the perception the pre-service teachers have of themselves as future teachers. Pre-service teachers regard the preparation received at the university negatively and express insecurities. Findings illustrate that migrant origin pre-service teachers feel more prepared in the sense they believe that their migration experience can help to understand newcoming students and be empathic with them.
European Educational Research Journal, 2021
This study sought to explore the ideological and implementational spaces for mainstreaming multil... more This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies and curricula across the European Union. The concept of linguistically sensitive teaching (LST) was used as a lens to examine inclusive, equity-centred MPs in ITE. A multi-sited comparative case study was conducted to collect data in nine locations. As a result, a general trend of ideological spaces was observed for MPs in language-in-education policies at the European and (sub)national levels. However, this ideological space was not always implemented in ITE. As a second result, explicit mentions of MPs and LST were identified in the ITE curricula of seven sites, and in each of the nine cases, a
Profesorado. Revista de currículum y formación del profesorado, 2020
Este artículo parte de un dilema ético que surgió al usar videos para la comunicación transnacion... more Este artículo parte de un dilema ético que surgió al usar videos para la comunicación transnacional en un proyecto global de educación e investigación en el cual participaban jóvenes. Analizamos datos que permiten la reconstrucción del proceso de producción y recepción de uno de los videos en particular producido por adolescentes participantes de Cataluña para un grupo de jóvenes de Uganda. Los datos incluyen el video en sí y otros datos etnográficos (observación del proceso de creación y entrevistas y grupos de discusión realizados a posteriori). El video fue considerado por las coordinadoras/investigadoras como potencialmente comprometedor para los jóvenes ugandeses participantes en el proyecto ya que, sin acceso a los datos etnográficos que sugieren lo contrario, se
Education Action Research, 2021
This article examines the possibilities and challenges in turning a top-down action research proj... more This article examines the possibilities and challenges in turning a top-down action research project led by high-level public authorities into a shared and collaborative, multi-site and multiprofessional bottom-up action research project. For this purpose, the article explores the initial stages of a European level action research project called 'Linguistically Sensitive Teaching in All Classrooms' that aimed to help teacher education systems better acknowledge linguistically diverse student populations in seven European countries. The analysis of the data sought to identify how to promote linguistically sensitive initial teacher education by incorporating reflection tasks into existing courses, and how to transform a top-down research project into a shared and collaborative bottom-up action project. The primary data consisted of 19 video-recorded online research meetings. Qualitative analysis was used to identify 'critical moments' in the data; these included a moment of major insight where transformation of project related ideas took place. The findings showed that linguistically sensitive teaching as a phenomenon is complex and the related terminology challenging to translate between languages and contexts. Furthermore, a European level action research requires negotiating a joint understanding of the roles of the participants and the individual perceptions of project ownership in each context. This suggests that a deeper understanding of the processes of participation and the partnerships involved in the action research may be as valuable as the actual reflection tools developed in the project in securing a systematic change towards linguistically sensitive teacher education.
Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe, 2017
Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe, 2017
Textos de Didáctica de la Lengua y la Literatura, 2019
Un reto de la educación es cómo conseguir, partiendo de las competencias plurilingües diversas d... more Un reto de la educación es cómo conseguir, partiendo de las competencias plurilingües diversas del alumnado, que este adquiera las competencias necesarias en las lenguas curriculares. En este texto se muestra un proyecto colaborativo en el que el alumnado de 4.º de ESO se convirtió en investigador de sus prácticas plurilingües y presentó los resultados y su análisis al alumnado universitario, mostrando su empoderamiento y aprendizaje.
Articles de Didàctica de la Llengua i la Literatura, 2019
Què passa quan realitzem un taller de traducció de còmic plurilingüe amb estudiants que no conei... more Què passa quan realitzem un taller de traducció de còmic
plurilingüe amb estudiants que no coneixen la llengua original del
text? Quines estratègies s’adopten per adaptar aquesta complexa
tipologia textual? A partir d’aquestes preguntes, el nostre taller
pretenia demostrar al jovent el potencial de la intercomprensió
lingüística, a més de la importància del domini del component
cultural associat a una llengua.
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM, 2019
We analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-c... more We analyse data collected at multilingual schools in Catalonia, taking a
plurilingual and socio-cultural Conversation Analysis approach to the
interactions studied. The analytical sections of the article show how
plurilingual practices are resources for students’ participation in
classroom activities; we argue that language learning is a process that is
reflected in how students’ participation is achieved and modified in
classroom interaction over time, and in the ways in which they mobilise
interactional resources for scaffolding their completion of cognitive and
communicative activities. Our results suggest that learners set out from
an initial stage in which they have little possibilities of participating in
communicative activities in the target language, and progressively,
through practice, and through the use of interlinguistic (e.g. recourse to
resources from other named languages in their plurilingual repertoire)
and intralinguistic (lexical substitution and paraphrasing) procedures,
they learn to participate in interactions in unilingual mode in that
language. We then argue that as plurilingualism is a reality both of
social interaction and of learning processes, it should be ‘didacticised’;
that is, transformed into classroom teaching methodology. We introduce
our understanding of the didactics of plurilingualism, an approach based
on project-based learning, and discuss its operation on the macro, meso
and micro levels.
Treballs de Sociolingüística Catalana, 2017
Resum La realitat sociolingüística del context català s'ha vist modificada, especialment a partir... more Resum La realitat sociolingüística del context català s'ha vist modificada, especialment a partir dels anys noranta, per l'arribada de persones d'arreu del món. Actualment, alguns espais urbans de la ciutat de Barcelona entren en el paradigma de la superdiversitat. Les llengües d'origen de les poblacions que els configuren solen ser transmeses en família. En canvi, la transmissió lingüística del català a infants i adolescents s'assegura sobretot des de l'escola, mentre que el castellà és adquirit, per part d'infants, joves i adults, especialment en els contextos socials en què aquesta llengua és emprada com a llengua franca. L'anàlisi de les dades d'un estudi etno-gràfic, realitzat en un centre de secundària de la ciutat de Barcelona, obre nous interessos de recerca: l'activitat de mediació interlingüística intergeneracional i l'activitat de suport a l'aprenentatge del castellà com a possibles vies per a la transmissió lingüística intergeneracio-nal «inversa» (de filles i fills a progenitors). Això porta a ampliar el concepte de transmissió lingüística intergeneracional de manera que inclogui la bidireccionalitat. Paraules clau: transmissió intergeneracional inversa, mediació interlingüística, migració, superdiversitat, castellà. Abstract The Catalan sociolinguistic context has changed, especially since the arrival of people from around the world in the 1990s. Nowadays, some urban spaces of Barcelona are considered su-perdiverse. The native languages of the populations living in these contexts are usually transmitted within the family. However, the transmission of the Catalan language to children and teenagers is ensured in the school context, while Spanish is acquired by children, young people and adults especially in the social contexts in which this language is used as a lingua franca. The analysis of data from an ethnographic study carried out in a secondary school in Barcelona
Cuadernos de Pedagogía, 2018
Esta experiencia didáctica, realizada en un instituto del barrio antiguo de Barcelona en el que c... more Esta experiencia didáctica, realizada en un instituto del barrio antiguo de Barcelona en el que confl uyen gran diversidad de orígenes, sitúa al alumnado en el centro del proceso educativo e invierte, en ocasiones, los roles de experto e inexperto tradicionalmente asignados.
Bellaterra Journal of Teaching & Learning Language & Literature, 2014
Entrevista amb Lorenza Mondada
RESUMEN. La situación sociolingüística de algunos centros educativos de la ciudad de Barcelo-na, ... more RESUMEN. La situación sociolingüística de algunos centros educativos de la ciudad de Barcelo-na, resultado de las olas migratorias de finales de siglo, es compleja, puesto que su alumnado tiene orígenes muy diversos y trayectorias lingüísticas particulares. En estos centros, la ense-ñanza de lenguas se organiza de manera separada: el catalán es la lengua vehicular de las ma-terias del currículum, excepto en las clases de castellano, inglés o francés. En cambio, el aula de acogida se construye como un espacio de prácticas plurilingües, más acordes con la reali-dad de los usos del alumnado. En este artículo se pretende analizar y contrastar, a partir de datos etnográficos y registros de audio y vídeo, las concepciones que subyacen a los menciona-dos espacios de enseñanza en un instituto de educación secundaria de Barcelona. Palabras clave: aprendizaje de lenguas, prácticas plurilingües, análisis conversacional, in-migración, educación. ABSTRACT. As a result of the migratory waves of the end of the last century, the sociolinguistic situation in some schools of Barcelona is complex due to the diversity of students origins and they followed particular linguistic trajectories. In these institutions language teaching is organized separately: on one hand, Catalan is the language used for all the subjects of the curriculum , except in the Spanish, English and French classes. On the other hand, the reception classroom is constructed as a space of multilingual practices, similar to the real linguistic practices of the students. This article aims to analyse and contrast, based on ethnographic audio and video data, the conceptions underlying the above mentioned teaching spaces in a secondary school in Barcelona.
Este trabajo pretende investigar los cambios en la dinámica de la transmisión de lenguas que se p... more Este trabajo pretende investigar los cambios en la dinámica de la transmisión de lenguas que se produce en familias procedentes de Pakistán y Marruecos y, en concreto, entre madres e hijas, éstas últimas en edades escolares y escolarizadas, total o parcialmente, en Cataluña. Nos interesa especialmente analizar las
concepciones familiares y lingüísticas que tienen estas niñas sobre sus madres y, por lo tanto, las categorizaciones que hacen de sus progenitoras y, también, las autocategorizaciones de sus madres. Para ello, se analizan los contenidos de conversaciones, en el ámbito escolar y fuera de la escuela entre las jóvenes y
entre las jóvenes y sus madres, y se relacionan con los estudios sobre la socialización lingüística, las categorizaciones y la construcción de la identidad. Esta investigación se centra en estas niñas y jóvenes que “dicen hacer de maestras de sus progenitores o hermanos” (Unamuno y Nussbaum, 2006), con el objetivo de descubrir cómo se produce esta transmisión de la lengua y cómo es su competencia plurilingüe.
The website includes the audio recordings and their transcriptions of the “Conversations with Joh... more The website includes the audio recordings and their transcriptions of the “Conversations with John. J. Gumperz” which took place in Barcelona in 1997, at the UPF campus in La Rambla.