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Plurilingual practices to teach and learn Spanish in migrant and indigenous contexts ; Prácticas plurilingües para enseñar y aprender español en contextos migrantes e indígenas
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In: Domínios de Lingu@gem; Vol 10 No 4 (2016): Interações plurilíngues: descrições, dinâmicas e aprendizagens; 1520-1538 ; Domínios de Lingu@gem; v. 10 n. 4 (2016): Interações plurilíngues: descrições, dinâmicas e aprendizagens; 1520-1538 ; 1980-5799 (2016)
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Los hacedores de la EIB: un acercamiento a las políticas lingüístico-educativas relativas a la educación indígena desde las aulas bilingües del Chaco.
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In: education policy analysis archives; Vol 23 (2015); 101 ; archivos analiticos de politicas educativas; Vol 23 (2015); 101 ; Arquivos Analíticos de Políticas Educativas; Vol 23 (2015); 101 ; 1068-2341 (2015)
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Introducción: Hacia una mirada interaccional y multimodal de las políticas públicas educativas
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In: education policy analysis archives; Vol 23 (2015); 94 ; archivos analiticos de politicas educativas; Vol 23 (2015); 94 ; Arquivos Analíticos de Políticas Educativas; Vol 23 (2015); 94 ; 1068-2341 (2015)
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| 8 |
Hacer sociolingüística con perspectiva etnográfica: retos y dilemas
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La sociolingüística con perspectiva etnográfica en el mundo hispano: Nuevos contextos, nuevas aproximaciones
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Plurilinguismo e identidad entre jóvenes aborígenes chaqueños (Argentina) ...
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La compétence sociolinguistique, pour quoi faire?
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Abstract:
In multilingual communities, competent individuals have the capacity to interpret the significance of language choice and code-switching and to make use of such procedures purposefully. This capacity, like the ability to recognise other forms of variation in a society, constitutes part of the speakers' sociolinguistic competence and is learned by taking active part in speech events that offer participants opportunities to interpret how linguistic resources are being used in talk-in-interaction. In our data, collected in the context of Catalan school, where three languages are learnt, the process of acquiring sociolinguistic competence starts when learners participate in interactions by using mixed or hybrid communicative forms. That creates the ground upon which they will build monolingual competences in the languages they are in contact with.
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URL: http://doc.rero.ch/record/17584/files/Nussbaum_et_Unamuno_-_la_comp_tence_sociolinguistique_84_2006.pdf
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