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Libros sobre el tema "Plurilingual and pluricultural practices"

Autor: Grafiati
Publicado: 10 de mayo de 2025

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1

Masats, Dolors y Luci Nussbaum. Plurilingual Classroom Practices and Participation. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003169123.

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2

Hu, Adelheid y Patrick Grommes. Plurilingual education: Policies - practices - language development. Amsterdam: John Benjamins Publishing Company, 2014.

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3

Lüdi, Georges, Katharina Höchle Meier y Patchareerat Yanaprasart, eds. Managing Plurilingual and Intercultural Practices in the Workplace. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/mdm.4.

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4

Merce Bernaus, Ana Isabel Andrade, Martine Kervran, Anna Murkowska, Fernando Trujillo Saez. Plurilingual and pluricultural awareness in language Education: A training Kit. Council of Europe, 2008.

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5

Källkvist, Marie y Päivi Juvonen. Pedagogical Translanguaging: Teachers and Researchers Shaping Plurilingual Practices. Multilingual Matters, 2021.

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6

Källkvist, Marie y Päivi Juvonen. Pedagogical Translanguaging: Teachers and Researchers Shaping Plurilingual Practices. Multilingual Matters, 2021.

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7

Melo-Pfeifer, Silvia y Christian Helmchen, eds. Plurilingual literacy practices at school and in teacher education. Peter Lang D, 2018. http://dx.doi.org/10.3726/b13093.

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8

Helmchen, Christian y Silvia Melo-Pfeifer. Plurilingual Literacy Practices at School and in Teacher Education. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2018.

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9

Helmchen, Christian y Silvia Melo-Pfeifer. Plurilingual Literacy Practices at School and in Teacher Education. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2018.

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10

Helmchen, Christian y Silvia Melo-Pfeifer. Plurilingual Literacy Practices at School and in Teacher Education. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2018.

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11

Helmchen, Christian y Silvia Melo-Pfeifer. Plurilingual Literacy Practices at School and in Teacher Education. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2018.

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12

Masats, Dolors y Luci Nussbaum. Plurilingual Classroom Practices and Participation: Analysing Interaction in Local and Translocal Settings. Taylor & Francis Group, 2021.

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13

Masats, Dolors y Luci Nussbaum. Plurilingual Classroom Practices and Participation: Analysing Interaction in Local and Translocal Settings. Taylor & Francis Group, 2021.

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14

Masats, Dolors y Luci Nussbaum. Plurilingual Classroom Practices and Participation: Analysing Interaction in Local and Translocal Settings. Taylor & Francis Group, 2021.

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15

Plurilingual Classroom Practices and Participation: Analysing Interaction in Local and Translocal Settings. Routledge, 2021.

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16

Yanaprasart, Patchareerat, Georges Lüdi y Katharina Höchle Meier. Managing Plurilingual and Intercultural Practices in the Workplace: The Case of Multilingual Switzerland. Benjamins Publishing Company, John, 2016.

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17

Yanaprasart, Patchareerat, Georges Lüdi y Katharina Höchle Meier. Managing Plurilingual and Intercultural Practices in the Workplace: The Case of Multilingual Switzerland. Benjamins Publishing Company, John, 2016.

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18

Sadiku, Muhamed. Transcending Borderlands with Transnational and Plurilingual Practices at Home and School: Mestiza Consciousness for Kosovar-Albanian Immigrants. Deep University Press / Poiesis Creations, Limited, 2020.

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19

Greaves, Sara y Monique De Mattia-Viviès, eds. Language Learning and the Mother Tongue. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781009029124.

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Resumen
Innovative and interdisciplinary in approach, this book explores the role of the mother tongue in second language learning. It brings together contributions from a diverse team of authors, to showcase a range of Francophone perspectives from the fields of linguistics, psychology, cross-cultural psychiatry, psychoanalysis, translation studies, literature, creative writing, the neurosciences, and more. The book introduces a major new concept: the (M)other tongue, and shows its relevance to language learning and pediatrics in a multicultural society. The first chapter explores this concept from different angles, and the subsequent chapters present a range of theoretical and practical perspectives, including counselling case studies, literary examples and creative plurilingual pedagogies, to highlight how this theory can inform practical approaches to language learning. Engaging and accessible, readers will find new ideas and methods to adopt to their own thinking and practices, whether their background is in language and linguistics, psychiatry, psychology, or neuroscience.
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20

Klimanova, Liudmila, ed. Identity, Multilingualism and CALL: Responding to New Global Realities. Equinox Publishing Ltd., 2022. http://dx.doi.org/10.1558/isbn.9781800500792.

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This volume focuses on a range of topics and studies that address the notion of plurilingualism and multilingual identity in computer-mediated language learning (CALL) spaces. Interest in digital multilingual identity in the fields of applied linguistics and language education has been growing exponentially in recent years. New theoretical assumptions and recent global challenges have urged researchers to problematize the traditional notion of virtual identity in the face of increased virtual connectedness and the hybridization of transcultural and translingual practices. The chapters in this collection contribute to this fast-growing body of interdisciplinary research, featuring conceptual papers and research studies of identity performance and multilingual communication in highly complexified digitally mediated social platforms. The volume seeks to (a) contextualize digital multilingual communication as it pertains to language learning and teaching via a historical and conceptual overview of the multilingual movement in technologically mediated SLA; (b) offer in-depth explorations of multilingual practices and digital affordances that affect language learner identities beyond the classroom context, (c) fill the research void by exploring empirically the critical aspects of multilingual identity deployment in digital contexts where language learners actively participate in translingual and plurilingual practices, and (d) illustrate new ways of evaluating and adapting teaching practices to accommodate multilingual subjects, and reflect the increasingly hyperlingual nature of digital communication.
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