This article explores how participants in 'internationalised' university lectures draw on the different plurilingual (and multimodal) resources available to them in accomplishing teaching and learning activities. The data are from lectures that took place in four different technology subjects at two Catalan universities. Two aspects of the corpus are focused on in the analysis. On the one hand, what is referred to as a plurilingual multimodal design of the lectures studied is presented. On the other, some ways in which the recurrent emergence of code-switching in the corpus may be considered a resource for the construction of disciplinary knowledge are sketched out. In this regard, the analysis focuses on three features: the management of participation, the management of comprehension and attention and the management of complexity. The practices studied in the article offer empirical insights into how internationalisation of universities in Catalonia and elsewhere - and in particular the teaching of subjects in a second language - can be achieved in harmony with existing plurilingualism and ensuring complexity of disciplinary content teaching and learning. © 2013 Copyright Taylor and Francis Group, LLC.
|Journal||International Journal of Bilingual Education and Bilingualism|
|Publication status||Published - 8 Jul 2013|
- conversation analysis
- higher education
- L2 vehicle lectures