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Chapter 13. Plurilingualisms and knowledge construction in higher education

  • Laurent Gajo , Anne Grobet , Cecilia Serra , Gabriela Steffen , Gabriele Müller and Anne-Claude Berthoud
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Exploring the Dynamics of Multilingualism
This chapter is in the book Exploring the Dynamics of Multilingualism

Abstract

This chapter aims to achieve a better understanding of the role of plurilingualism not only in the development of new communicative skills, but also in the construction of knowledge in higher education. On the basis of a theoretical framework at the crossroads between conversation analysis, discourse analysis, studies on second language acquisition and plurilingualism, we develop new analytical tools. We particularly focus here on a class sequence recorded in the Faculty of Law at the University of Zurich, which illustrates very well the relevance of language negotiation to the conceptualisation process. Our analysis brings in important distinctions between different linguistic modes (plurilingual vs unilingual) and participation regimes (more or less collaborative) and shows how the plurilingual mode connected to a collaborative participation can stimulate the acquisition process, the discourse activity (for example, a definition sequence) being also relevant to the shaping of knowledge. Furthermore, beyond the practice stage, we underline the role played by social representations in this regard. We conclude on the notion of plurilingualism as an asset.

Abstract

This chapter aims to achieve a better understanding of the role of plurilingualism not only in the development of new communicative skills, but also in the construction of knowledge in higher education. On the basis of a theoretical framework at the crossroads between conversation analysis, discourse analysis, studies on second language acquisition and plurilingualism, we develop new analytical tools. We particularly focus here on a class sequence recorded in the Faculty of Law at the University of Zurich, which illustrates very well the relevance of language negotiation to the conceptualisation process. Our analysis brings in important distinctions between different linguistic modes (plurilingual vs unilingual) and participation regimes (more or less collaborative) and shows how the plurilingual mode connected to a collaborative participation can stimulate the acquisition process, the discourse activity (for example, a definition sequence) being also relevant to the shaping of knowledge. Furthermore, beyond the practice stage, we underline the role played by social representations in this regard. We conclude on the notion of plurilingualism as an asset.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction ix
  4. Part I. Companies
  5. Chapter 1. Multilingual practices in professional settings 3
  6. Chapter 2. The practical processing of plurilingualism as a resource in professional activities 33
  7. Chapter 3. Multilingualism and diversity management in companies in the Upper Rhine Region 59
  8. Chapter 4. Representations of multilingualism and management of linguistic diversity in companies 83
  9. Chapter 5. A social representational perspective on languages and their management in the Danish corporate sector 101
  10. Chapter 6. What can Gaelic teach us about effective policy through planning? 121
  11. Chapter 7. Language diversity management on corporate websites 137
  12. Part II. European institutions
  13. Chapter 8. Language competence and language choice within EU institutions and their effects on national legislative authorities 157
  14. Chapter 9. EU and lesser-used languages 179
  15. Chapter 10. Dynamics of multilingualism in post-Enlargement EU institutions 205
  16. Part III. Higher education
  17. Chapter 11. Accomplishing multilingualism through plurilingual activities 229
  18. Chapter 12. Multilingual higher education between policies and practices 253
  19. Chapter 13. Plurilingualisms and knowledge construction in higher education 279
  20. Chapter 14. Language policies in universities and their outcomes 299
  21. Chapter 15. Policies and practices of multilingualism at Babeş-Bolyai University (Cluj, Romania) 323
  22. How policies influence multilingual education and the impact of multilingual education on practices 353
  23. Part IV. Transversal issues
  24. Chapter 17. Assessing efficiency and fairness in multilingual communication 365
  25. Chapter 18. English as a lingua franca in European multilingualism 387
  26. Chapter 19. Europe’s multilingualism in the context of a European culture of standard languages 407
  27. Conclusion 429
  28. Index 437
https://doi.org/10.1075/mdm.2.13gaj

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction ix
  4. Part I. Companies
  5. Chapter 1. Multilingual practices in professional settings 3
  6. Chapter 2. The practical processing of plurilingualism as a resource in professional activities 33
  7. Chapter 3. Multilingualism and diversity management in companies in the Upper Rhine Region 59
  8. Chapter 4. Representations of multilingualism and management of linguistic diversity in companies 83
  9. Chapter 5. A social representational perspective on languages and their management in the Danish corporate sector 101
  10. Chapter 6. What can Gaelic teach us about effective policy through planning? 121
  11. Chapter 7. Language diversity management on corporate websites 137
  12. Part II. European institutions
  13. Chapter 8. Language competence and language choice within EU institutions and their effects on national legislative authorities 157
  14. Chapter 9. EU and lesser-used languages 179
  15. Chapter 10. Dynamics of multilingualism in post-Enlargement EU institutions 205
  16. Part III. Higher education
  17. Chapter 11. Accomplishing multilingualism through plurilingual activities 229
  18. Chapter 12. Multilingual higher education between policies and practices 253
  19. Chapter 13. Plurilingualisms and knowledge construction in higher education 279
  20. Chapter 14. Language policies in universities and their outcomes 299
  21. Chapter 15. Policies and practices of multilingualism at Babeş-Bolyai University (Cluj, Romania) 323
  22. How policies influence multilingual education and the impact of multilingual education on practices 353
  23. Part IV. Transversal issues
  24. Chapter 17. Assessing efficiency and fairness in multilingual communication 365
  25. Chapter 18. English as a lingua franca in European multilingualism 387
  26. Chapter 19. Europe’s multilingualism in the context of a European culture of standard languages 407
  27. Conclusion 429
  28. Index 437
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