{"id":110752,"date":"2011-05-09T00:00:00","date_gmt":"2011-05-09T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/plurilingual-interaction-at-a-catalan-university-doing-internationalisation-context-and-learning\/"},"modified":"2011-05-09T00:00:00","modified_gmt":"2011-05-09T00:00:00","slug":"plurilingual-interaction-at-a-catalan-university-doing-internationalisation-context-and-learning","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/ensenanza-de-lenguas\/plurilingual-interaction-at-a-catalan-university-doing-internationalisation-context-and-learning\/","title":{"rendered":"Plurilingual interaction at a catalan university doing internationalisation: context and learning"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Emilee Moore <\/strong><\/h2>\n<p>This study is a qualitative account of plurilingual practices as they emerge in both classroom and non-classroom settings immersed in processes of internationalisation at a catalan university. It aims, on the one hand, to understand how university members define their context and mobilise available means from different languages, among other resources at their disposal, in ways that are both sensitive to and constitutive of such interpretations. On the other hand, this research focuses on how participants talk situations of teaching and learning into being in different settings, and on how knowledge is potentially built. The construction of second language and subject content knowledge is focalised. Explicit attention is also paid to when, how and why members draw on available plurilingual and multimodal resources in engaging in and achieving their situated teaching and learning goals.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Plurilingual interaction at a catalan university doing internationalisation: context and learning<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Plurilingual interaction at a catalan university doing internationalisation: context and learning <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Emilee Moore <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Aut\u00f3noma de barcelona<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 05\/09\/2011<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Lucila Nussbaum Capdevila<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: lorenza Mondada <\/li>\n<li>josep Mar\u00eda Cots caimons (vocal)<\/li>\n<li>  (vocal)<\/li>\n<li>  (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Emilee Moore This study is a qualitative account of plurilingual practices as they emerge in both classroom [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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