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10.21832_9781800412101-015.pdf (526.35 KB)

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Book part

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Published version

Publication date

2024-10-11

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cc by-nc-nd (c) Pérez Peitx, Mireia, 2024
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/216336

Visualising Interaction in Plurilingual Situations: What Do Future Teachers Think and How Do They Approach This Reality?

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Volume Title

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https://doi.org/10.21832/9781800412101-015

Abstract

Navigating language and cultural diversity presents a substantial challenge for contemporary societies; however, it constitutes a fundamental element for fostering social cohesion. This is particularly relevant in regions where multiple languages are prevalent, including traditionally monolingual areas, due to the expanding impact of globalisation on linguistic interactions. Catalonia has never been a monolingual territory, even though the language (Catalan) was minoritised during Franco’s dictatorship. The linguistic repertoire of Catalan citizens – especially for the last 30 years – has expanded, with a wide variety of diff erent languages increasing the complexity of linguistic repertoires.

Subject

Mestres, Educació primària, Ensenyament multilingüe, Interacció educativa, Català

Subject (English)

Elementary school teachers, Primary education, Multilingual education, Interaction analysis in education, Catalan language

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Llibres / Capítols de llibre (Educació Lingüística, Científica i Matemàtica)

Citation

PÉREZ PEITX, Mireia. Visualising Interaction in Plurilingual Situations: What Do Future Teachers Think and How Do They Approach This Reality?. Capítol del llibre: Kalaja. Paula i Melo-Pfeifer. Vol. ), num. Advancing Social Justice in Education, pags. Multilingual Matters. ISBN 9781800412101. [consulted: 11 of August of 2026]. Available at: https://hdl.handle.net/2445/216336

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