qualitative approaches to research on plurilingual education

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Qualitative approaches to research on plurilingual education First Edition

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Qualitative Approaches to Research on Plurilingual Education = Enfocaments qualitatius per a la recerca en educació plurilingüe = Enfoques cualitativos para la investigación en educación plurilingüe

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Qualitative approaches to research on plurilingual education - Enfocaments qualitatius per a la recerca en educació plurilingüe - Enfoques cualitativos para la investigación en educación plurilingüe

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Emilee Moore

Publications

Forthcoming

• Masats, D., Dooly, M., Juanhuix, M., Moore, E., & Vallejo, C. (forthcoming, 2021). Treballem junt(e)s per innovar: col·laboració entre professorat i investigador(e)s en entorns plurilingües. In D. Masats & C. Pratginestós (eds.), L’aula com a àmbit d’investigació sobre l’ensenyament i l’aprenentatge de la llengua / El aula como ámbito de investigación sobre la enseñanza y el aprendizaje de la lengua / A aula como contexto de investigação sobre o ensino e a aprendizagem de língua / The classroom as a site for research on language teaching and learning. Bern: Peter Lang.
• Masats, D., Moore, E., & Herrera, A. (forthcoming). Linguistic mediation in digitally-enhanced non-formal contexts for learning English. In Dendrinos, B. (ed.), Mediation as linguistic and cultural negotiation in plurilingual education. Abingdon, Oxon/New York: Routledge.
• Albuquerque, D., & Moore, E. (forthcoming, 2023). Foregrounding co-artistry in an aesthetic and plurilingual/pluriliteracies approach to additional language teaching and learning . In P.-O. Wickman, P. Anderhag, C. Caiman & S. Ainsworth (eds.), Disciplinary aesthetics: the role of taste and affect for teaching and learning specific school subjects. Frontiers in Education, 8. DOI: https://doi.org/10.3389/feduc.2023.1296658
• Astorgano, R. (Director and film-maker), Moore, E. (Coordinator), Llompart-Esbert, J., Masats, D. & Vallejo Rubinstein, C. (Researchers). (2022).Veus [Documentary]. The Listiac Project; Universitat Autònoma de Barcelona.
• Moore, E., Hawkins, M., Llompart, J., & Vallejo, C. (2023). Semiosis and ethicality in youth transnational digital storytelling. In U. Schröder,  E. Adami & J. Dailey-O’Cain (eds.), Multimodal Communication in Intercultural Interaction. Bristol: Multilingual Matters. DOI: https://doi.org/10.4324/9781003227281-12
• Bernaus, M., & Moore, E. (2022). The languages that started to flourish in our childhood, developed over time into beautiful blooming meadows. In G. Prasad, N. Auger, E. Le Pichon Vorstman (eds.), Multilingualism and education: Researchers’ pathways and perspectives (pp. 66-75). Cambridge: Cambridge University Press.
• Birello, M., Llompart, J., & Moore, E. (2021). Being a plurilingual speaker versus becoming a linguistically sensitive teacher: contradictions in the discourses of initial teacher education students . International Journal of Multilingualism, 18(4), 523-533. DOI: https://doi.org/10.1080/14790718.2021.1900195 
• Corona, V., Vallejo, C., Moore, E., & Solans, J. (2021). Is English important in your life? A collaborative experience in a secondary school . In E. Moore & C. Vallejo (eds.), Learning English out of school: An inclusive approach to research and action (pp. 43-68). Peter Lang. https://doi.org/10.3726/b18699
• Erling, E. & Moore, E. (2021). Introduction: Socially just plurilingual education in Europe: Shifting subjectivities through research and action . International Journal of Multilingualism, 18(4). DOI: https://doi.org/10.1080/14790718.2021.1913171 
• Erling, E. & Moore, E. (eds.) (2021). Socially just plurilingual education in Europe: Shifting subjectivities through research and action. International Journal of Multilingualism, 18(4).
• Moore, E. (2021). “How do the apples reproduce?” Mediation-in-interaction in a university CLIL course . In Masats, D., & Nussbaum, L. (eds.), Plurilingual classroom practices and participation: Analysing interaction in local and translocal settings (pp. 134-146). Routledge. DOI: https://doi.org/10.4324/9781003169123-15
• Moore, E. & Bernaus, M. (2021). A multi-perspective tour of best practices. Perspective 1: Plurilingual education in Europe: contexts, initiatives and ongoing challenges. In E. Piccardo, A. Germain-Rutherford & G. Lawrence (eds.), Routledge Handbook of Plurilingual Language Education (pp. 378-384). Abingdon, Oxon/New York: Routledge.
• Moore, E. (2021). Introduction: Inclusive epistemologies and practices of out-of-school English learning . In E. Moore & C. Vallejo (eds.), Learning English out of school: An inclusive approach to research and action (pp. 7-26). Berlin: Peter Lang. https://doi.org/10.3726/b18699
• Moore, E., Deal, M. & Herrera, A. (2021). Making Colin the poet real: English language learning as embodied action, aesthetics and emotion . In E. Moore & C. Vallejo (eds.), Learning English out of school: An inclusive approach to research and action (pp. 143-160). Berlin: Peter Lang. https://doi.org/10.3726/b18699
• Moore, E. & Hawkins, M. (2021). The affordances of an arts-based approach for building opportunities for young people’s learning . In E. Moore & C. Vallejo (eds.), Learning English out of school: An inclusive approach to research and action (pp. 99-118). Berlin: Peter Lang.
• Moore, E. & Morodo, A. (2021). Final reflections . In E. Moore & C. Vallejo (eds.), Learning English out of school: An inclusive approach to research and action (pp. 161-164). Berlin: Peter Lang. DOI: https://doi.org/10.3726/b18699
• Moore, E., Vallejo, C. (2021). “What do you like about Spain?” Building understandings of people and places in interaction mediated by plurilingual and digital resource . In Masats, D., & Nussbaum, L. (eds.), Plurilingual classroom practices and participation: Analysing interaction in local and translocal settings (pp. 162-174). Routledge. DOI: https://doi.org/10.4324/9781003169123-15
• Moore, E. & Vallejo, C. (eds.) (2021). Learning English out of school: An inclusive approach to research and action . Berlin: Peter Lang. https://doi.org/10.3726/b18699
• Moore, E., Vallejo, C., Dooly, M., Borràs, E. (2021). Out-of-school language learning and educational equity . In E. Moore & C. Vallejo (eds.), Learning English out of school: An inclusive approach to research and action (pp. 27-42). Berlin: Peter Lang. https://doi.org/10.3726/b18699
• Moore, E., Vallejo, C., Llompart, J. & Zhang, M. (2021). Building scalar frames of understandability in ‘trans’ practices within a Catalan Global StoryBridges site. In M. Hawkins (ed.), Transmodal communications: Transpositioning semiotics and relations (pp. 22-42). Bristol: Multilingual Matters.
• Bradley, J., Moore, E., & Simpson, J. (2020). Translanguaging as transformation: The collaborative construction of new linguistic realities. In E. Moore, J. Bradley, & J. Simpson, J. (eds.) Translanguaging as transformation: The collaborative construction of new linguistic realities (pp. 1-14). Bristol: Multilingual Matters.
• Herrera, A. & Moore, E. (2020). ‘The butterfly circus’: Targeting social inequalities through English teaching. APAC ELT Journal 92, 7-14.
• Llompart, J., Masats, D., Moore, E., & Nussbaum, L. (2020). “Mézclalo un poquito”: Plurilingual practices in multilingual educational milieus . Journal of Bilingual Education and Bilingualism 23 (1), 98-112. DOI: https://doi.org/10.1080/13670050.2019.1598934 .
• Llompart, J. & Moore, E. (2020). La reflexión para la didáctica lingüísticamente inclusiva. Textos de Didáctica de la Lengua y la Literatura 88, 55-60.
• Moore, E. (2020). Competence, communicative and linguistic. In J. Slanlaw (ed.), The International Encyclopedia of Linguistic Anthropology. Wiley. DOI: https://doi.org/10.1002/9781118786093.iela0070 
• Moore, E. & Bradley, J. (2020).   Resemiotisation from page to stage: The trajectory of a musilingual youth’s poem . Journal of Bilingual Education and Bilingualism 23 (1), 49-64. DOI: https://doi.org/10.1080/13670050.2019.1600470 .
• Moore, E., Bradley, J. & Simpson, J. (eds.) (2020). Translanguaging as transformation: The collaborative construction of new linguistic realities . Bristol: Multilingual Matters.
• Moore, E. & Tavares, G. (2020). Telling the stories of youth: co-producing knowledge across social worlds. In E. Moore, J. Bradley, & J. Simpson, J. (eds.), Translanguaging as transformation: The collaborative construction of new linguistic realities (pp. 155-174). Bristol: Multilingual Matters.
• Vallejo, C., Moore, E., Llompart, J. & Hawkins, M. (2020). Semiosis y cosmopolitismo crítico: un análisis transmodal de un dilema ético en comunicación transnacional entre jóvenes . Profesorado, Revista de Currículum y Formación del Profesorado 24 (1), 304-325. DOI: http://doi.org/10.30827/profesorado.v24i1.9130
• Borràs, E. & Moore, E. (2019). The plurilingual and multimodal management of participation and subject complexity in university CLIL teamwork.   English Language Teaching, 12 (2), 100-112. DOI: https://doi.org/10.5539/elt.v12n2p100 
• Codó, E. & Moore, E. (2019).  Working through asymmetries of knowledge and expertise in a ‘giving back to the field’ session . Foro de Educación, 17 (27), 147-165. DOI: http://dx.doi.org/10.14516/fde.699
• Moore, E. & Llompart, J. (2019). De la didàctica de les llengües a la didàctica del plurilingüisme . CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2 (2), 57-65. DOI: https://doi.org/10.5565/rev/clil.27
• Moore, E. & Santello, M. (2019). Pragmatics. In J. Darquennes, J. Salmons & W. Vandenbussche (eds.), Language contact: An international handbook, vol. 1 (pp. 136-147). Berlin: De Gruyter Mouton. DOI: https://doi.org/10.1515/9783110435351-012
• Baynhan, M., Callaghan, J., Hanusova, J., Moore, E. & Simpson, J. (2018). Translanguaging immigration law: A legal advice drop-in service . Working Papers in Translanguaging and Translation, 33.
• Bradley, J. & Moore, E. (2018). Resemiotization and creative production: extending the translanguaging lens. In A. Sherris & E. Adami (eds.) Making signs, translanguaging ethnographies: Exploring urban, rural, and educational spaces (pp. 91-111). Clevedon: Multilingual Matters. DOI: https://doi.org/10.21832/9781788921923-009
• Bradley, J., Moore, E. Atkinson, L. & Simpson, J. (2018).  Translanguaging creativity: Theorising collaborative arts-based learning . In Dooly, M. & Vallejo, C. (eds.), Bridging across languages and cultures in everyday lives: new roles for changing scenarios. Special Issue: Language and Intercultural Communication, 18 (1), 54-73. DOI: https://doi.org/10.1080/14708477.2017.1401120.
• Callaghan, J., Moore, E. & Simpson, J. (2018).  Coordinated action, communication and creativity in basketball in superdiversity . In Dooly, M. & Vallejo, C. (eds.), Bridging across languages and cultures in everyday lives: new roles for changing scenarios. Special Issue: Language and Intercultural Communication, 18 (1), 28-53. DOI: https://doi.org/10.1080/14708477.2017.1401694 . [Open access]
• Moore, E. (2018). Teaching in and for plurilingualism in the 21st century . Barcelona: KONECT.
• Moore, E. (2018). Educar en i per al plurilingüisme en el segle XXI . Barcelona: KONECT.
• Moore, E., Evnitskaya, N. & Ramos, S. L. (2018). Teaching and learning science in linguistically diverse classrooms . Cultural Studies of Science Education, 13 (2), 341-352. DOI: https://doi.org/10.1007/s11422-016-9783-z .
• Moore, E. & Palou, J. (2018).   Reading in multilingual environments .  In S. Melo-Pfeifer & C. Helmchen (eds.), Plurilingual literacy practices at school and in teacher education (pp. 79-102). Bern: Peter Lang. DOI: https://doi.org/10.3726/b13093 .
• Moore, E. & Vallejo, C. (2018). Practices of conformity and transgression in an out-of-school reading programme for ‘at risk’ children . Linguistics and Education, 43, 25-38. DOI: https://doi.org/10.1016/j.linged.2017.09.003 .
• Baynham, M., Bradley, J., Callaghan, J., Hanusova, J., Moore, E., & Simpson, J. (2017). Transformations through sport: The case of capoeira and basketball . Working Papers in Translanguaging and Translation, 22.
• Bradley, J., Moore, E., Simpson, J. & Atkinson, L. (2017). Translanguaging space and creative activity: Collaborative ethnography and arts-based learning . Working Papers in Translanguaging and Translation, 27.
• Callaghan, J., Moore, E. & Simpson, J. (2017). Coordinated action, communication and creativity in basketball in superdiversity . Working Papers in Translanguaging and Translation, 30.
• Dooly, M. & Moore, E. (2017). Introduction: qualitative approaches to research on plurilingual education . In E. Moore & M. Dooly (eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 1-10). Dublin, Ireland/Voillans, France: Research-publishing.net. DOI: https://doi.org/10.14705/rpnet.2017.emmd2016.618 .
• Dooly, M. & Moore, E. (2017). Introducció: enfocaments qualitatius per a la recerca en educació plurilingüe . In E. Moore & M. Dooly (eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 11-20). Dublin, Ireland/Voillans, France: Research-publishing.net. DOI: https://doi.org/10.14705/rpnet.2017.emmd2016.619 .
• Dooly, M., Moore, E. & Vallejo, C. (2017). Research ethics . In E. Moore & M. Dooly (eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 351-362). Dublin, Ireland/Voillans, France: Research-publishing.net. DOI: https://doi.org/10.14705/rpnet.2017.emmd2016.634 .
• Dooly, M., Moore, E. & Vallejo, C. (2017). Ética de la investigación . In E. Moore & M. Dooly (eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 363-375). Dublin, Ireland/Voillans, France: Research-publishing.net. DOI: https://doi.org/10.14705/rpnet.2017.emmd2016.635 .
• Moore, E. (2017). Doing understanding in transient, multilingual communities in higher education . Journal of Linguistic Anthropology, 27 (3), 289-307. DOI: http://dx.doi.org/10.1111/jola.12171
• Moore, E. & Dooly, M. (eds.) (2017).  Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe . Dublin, Ireland/Voillans, France: Research-publishing.net. DOI:  https://doi.org/10.14705/rpnet.2017.emmd2016.9781908416476 .
• Moore, E. & Garrido, M. R. (2017). El rap en la didàctica del plurilingüisme . In C. Aliagas (ed.), El rap entra a l’aula. Perspectiva Escolar, 391, 44-48.
• Moore, E. & Llompart, J. (2017). Collecting, transcribing, analyzing and presenting plurilingual interactional data . In E. Moore & M. Dooly (eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 403-417). Dublin, Ireland/Voillans, France: Research-publishing.net. DOI: https://doi.org/10.14705/rpnet.2017.emmd2016.638 .
• Moore, E. & Llompart, J. (2017). Recoger, transcribir, analizar y presentar datos interaccionales plurilingües . In E. Moore & M. Dooly (eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (p. 418-433). Dublin, Ireland/Voillans, France: Research-publishing.net. DOI: https://doi.org/10.14705/rpnet.2017.emmd2016.639 .
• Aliagas, C., Garrido, M. R., & Moore, E. (2016). Editorial: Hip Hop, language and identity: Bridging organic learning and institutional learning spaces . In E. Moore, M. R. Garrido & C. Aliagas (eds.), Hip Hop, language and identity: Bridging organic learning and institutional learning spaces. Linguistics and Education, 36, 1-4. DOI: http://dx.doi.org/10.1016/j.linged.2016.08.001 .
• Baynham, M., Bradley, J., Callaghan, J., Hanusova, J., Moore, E., & Simpson, J. (2016). Heritage with no fixed abode: Transforming cultural heritage for migrant communities in inner-city Leeds . Working Papers in Translanguaging and Translation, 15.
• Cioè-Peña, M., Moore, E., & Martín Rojo, L. (2016).  The burden of ‘nativeness’: Four plurilingual student-teachers’ stories . In D. Arpacik, M. Cioè-Peña & B. Kinsella (eds.), Linguistic diversity, equity and pedagogical innovation in higher education. Bellaterra Journal of Teaching and Learning Languages and Literature, 9 (2), 32-52. DOI: http://dx.doi.org/10.5565/rev/jtl3.677 .
• Garrido, M. R. & Moore, E. (2016). ‘We can speak we do it our way”: Linguistic ideologies in Catalan adolescents’ language biography raps . In E. Moore, M. R. Garrido & C. Aliagas (eds.), Hip Hop, language and identity: Bridging organic learning and institutional learning spaces. Linguistics and Education, 36, 35-44. DOI: http://dx.doi.org/10.1016/j.linged.2016.07.006 .
• Moore, E. (2016). Language learning in ‘the wild’ in transnational encounters . RESLA: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 28 (2), 382–415. DOI: https://doi.org/10.1075/resla.28.2.02moo .
• Moore, E. (2016). Conceptualising ‘multilingual’ higher education in policies and classroom practice . In J. Soler-Carbonell, L. Gallego-Balsà & V. Corona (eds.), Language and education issues in global Catalonia. Questions and debates across scales of time and space. Language Culture and Curriculum, 29 (1), 22-39. DOI: http://dx.doi.org/10.1080/07908318.2016.1132652 .
• Moore, E. (2016). Aprendizaje de lenguas e interacción social. In D. Masats & L. Nussbaum (eds.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp. 35-58). Madrid: Síntesis.
• Moore, E., Garrido, M. R. & Aliagas, C. (eds.) (2016). Hip Hop, language and identity: Bridging organic learning and institutional learning spaces . Linguistics and Education, 36, special issue.
• Moore, E., & Nussbaum, L. (2016). Plurilingüismo en la formación del alumnado de la ESO. In D. Masats & L. Nussbaum (eds.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp. 15-33). Madrid: Síntesis.
• Vallejo, C. & Moore, E. (2016). Prácticas plurilingües ‘transgresoras’ en un programa extraescolar de refuerzo de la lectura . In C. Gandulfo & L. Nussbaum (eds.), Hablantes bi/plurilingües y prácticas educativas: Perspectivas etnográficas e interaccionist. Signo y Seña, 29, 33-61.
• Borràs, E., Moore, E. & Nussbaum, L. (2015). Comment les étudiants montrent leurs connaissances dans des interactions internationales . In X. Gradoux, J. Jacquin, & G. Merminod (eds.), Agir dans la diversité (pp. 171-190). Leuven: de Boeck.
• Espinet, M., González-Monfort, N.,  Junyent, M., Marbà, A., Masats,D., Moore, E. &  Valdés-Sánchez, L. (2015).  CLIL FAQs: Orientacions per introduir l’anglès en la docència universitària . Bellaterra: Universitat Autònoma de Barcelona.
• Moore, E., Ploettner, J. & Deal, M. (2015). Professional collaboration at the boundaries between content and language teaching . Ibérica, 30, 85-104.
• Moore, E. (2014). Constructing content and language knowledge in plurilingual student teamwork: Situated and longitudinal perspectives . International Journal of Bilingual Education and Bilingualism, 17 (5), 586-609. DOI: https://doi.org/10.1080/13670050.2013.860947.
• Moore, E. & Nussbaum, L. (2014). Building a multilingual university in institutional policies and everyday practices. In J. W. Unger, M. Krzyżanowski, & R. Wodak (eds.), Multilingual encounters in Europe’s institutional spaces (pp. 243-269). London: Bloomsbury. DOI:  https://doi.org/10.5040/9781472541987.ch-011 .
• Moore, E. & Patiño-Santos, A. (2014). Plurilingual resources for ‘welcoming’ at a university service for international students . In J. M. Cots, E. Llurda & P. Garrett (eds.), Language policies and practices in the internationalisation of higher education on the European margins. Journal of Multilingual and Multicultural Development, 35 (4), 406-424. DOI: https://doi.org/10.1080/01434632.2013.874437.
• Moore, E., Borràs, E., & Nussbaum, L. (2013). Plurilingual resources in lingua franca talk: An interactionist perspective . In H. Haberland, D. Lønsmann, & B. Preisler (eds.), Language alternation, language choice and language encounter in international tertiary education (pp. 53-84). Dordrecht: Springer. DOI: https://doi.org/10.1007/978-94-007-6476-7_3.
• Moore, E. & Nussbaum, L. (2013). La lingüística interaccional y la comunicación en las aulas . Textos de Didáctica de la Lengua y de la Literatura, 63, 43 – 50.
• Moore, E., Nussbaum, L., Borràs, E. (2013). Plurilingual teaching and learning practices in ‘internationalised’ university lectures . International Journal of Bilingual Education and Bilingualism, 16 (4), 471 – 493. DOI: https://doi.org/10.1080/13670050.2012.702724.
• Nussbaum, L., Moore, E., & Borràs, E. (2013): Accomplishing multilingualim through plurilingual activities . In A-C. Berthoud, F. Grin, & G. Lüdi (eds.), Exploring the dynamics of multilingualism: The DYLAN project (pp. 229-252). Amsterdam: John Benjamins. DOI: https://doi.org/10.1075/mdm.2.11nus.
• Moore, E. (2012). The role of metalinguistic awareness in the effective teaching of foreign languages (Rethinking Education, vol. 10), by Anthony David Roberts (2011) . Bellaterra Journal of Teaching & Learning Language & Literature, 5 (3), 66-71.
• Borràs, E., Moore, E., Nussbaum, L. & Patiño, A.(2012).  Variété des pratiques plurilingues dans des cours universitaires en L2 . In L. Mondada & L. Nussbaum (eds.), Interactions cosmopolites: l’organisation de la participation plurilingue (pp. 63 – 98). Limoges: Editions Lambert Lucas.
• Evnitskaya, N., Martínez, H., Moore, E. & Vallejo, C. (eds.) (2012).  TRICLIL 2012 proceedings: Better CLIL: more opportunities in primary, secondary and higher Education. II International Round Table on CLIL Programmes & VI Colloquium on CLIL in Catalonia . Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.
• Escobar Urmeneta, C., Evnitskaya, N., Moore, E. & Patiño, A.(eds.)  (2011).  AICLE/CLIL/EMILE. Educació plurilingüe: Experiencias, Research  & Politiques . Bellaterra: Servei de publicacions de la UAB.
• Moore, E. (2011). Plurilingual practices at a Catalan university doing internationalisation: Context and learning . PhD dissertation. Universitat Autònoma de Barcelona.
• Moore, E. & Nussbaum, L. (2011). Què aporta l’anàlisi conversacional a la comprensió de les situacions d’AICLE . In C.Escobar & L. Nussbaum (eds.), Aprender en otra lengua / Learning in another language / Aprendre en una altra llengua (pp. 93 – 118). Bellaterra: Servei de Publicacions de la UAB.
• Nussbaum, L., Moore, E., & Borràs, E. (2011). Accomplishing multilingualism through plurilingual activities. DYLAN Working Papers, 6b.
• Moore, E. (2010). Exploring plurilingualism as a teaching/learning resource in higher education English-medium classrooms. In O. Guasch & Milian, M. (eds.),  L’educació lingüística i literària en entorns multilingües. Recerca per a nous contextos (pp. 221 – 236). Bellaterra: Servei de Publicacions de la UAB.
• Moore, E. & Dooly, M. (2010). ‘How do the apples reproduce (themselves)?” How teacher trainees negotiate language, content, and membership in a CLIL science education classroom at a multilingual university . Journal of Language, Identity & Education, 9 (1), 58 – 79. DOI: https://doi.org/10.1080/15348450903523591.
• Moore, E. & Patiño-Santos, A. (2010). Exploring identity in plurilingual service encounters at a Catalan university. DYLAN Working Papers, 5.
• Borràs, E., Canals, L., Dooly, M., Moore, E. & Nussbaum, L. (2010). Deliverable 4.3. DYLAN Working Papers, 4.
• Borràs, E., Moore, E. & Nussbaum. L. (2010). Exploring plurilingual and multimodal resources for participation in higher education CLIL contexts. DYLAN Working Papers, 5.
• Dooly, M. & Moore, E. (2009) Plurilingual talk-in-interaction in an initital teacher training CLIL class. In D. Veronesi & C. Nickenig (eds.),  Bi- and multilingual universities: European perspectives and beyond (pp. 181 – 190). Bozen-Bolzano: Bozen-Bolzano University Press.
• Corona, V., Moore, E., & Unamuno, V. (2008). Linguistic reception in Catalonia: Challenges and contradictions . In G. Budach, J. Erfurt, & M. Kinkel (eds.), Écoles plurilingues – multilingual schools: Konzepte, institutionen und akteure. Internationale perspektiven (pp. 121 – 146). Bern: Peter Lang.
• Dooly, M., Moore, E., Nussbaum, L., Unamuno, V., Corona, V., Patiño, A. Provisional results. DYLAN Working Papers, 3.
• Dooly, M., Moore, E., Nussbaum, L., Unamuno, V., Corona, V., Patiño, A. Analysis of how context changes modify language policies and strategies and affect language learning practices and representations of multilingualism in educational institutions of secondary and higher education. DYLAN Working Papers, 2.
• Moore, E. & Nussbaum, L. (2008). The management of multilingualism at a Catalan university: Language policies and local practices. In O. Martí Arándiz & M. Safont Jordà (eds.), Achieving multilingualism: Wills and ways (pp. 174 – 188). Castelló: Publicacions de la Universitat Jaume I.
• Bernaus, M., Moore, E. & Cordeiro, A. (2007). Affective factors influencing plurilingual students’ acquisition of Catalan in a Catalan-Spanish bilingual context . The Modern Language Journal, 91 (2), 235 – 246. DOI: 10.1111/j.1540-4781.2007.00542.x.
• Codó, E., Corona, V., Dooly, M., Moore, E., Nussbaum, L., Unamuno, V. (2007). Analysis of how context changes modify language policies and strategies and affect language learning practices and representations of multilingualism in educational institutions of secondary and higher education. DYLAN Working Papers, 1.
• Moore, E. (2007). Using interview data to explore the co-construction of adult students’ identities . EMIGRA Working Papers, 117, 1-15.
• Moore, E. (2006).  Interaction, identity and processes of exclusion in an adult language classroom . MA dissertation. Universitat Autònoma de Barcelona.

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Introduction: qualitative approaches to research on plurilingual education

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Emilee Moore , Adriana Patiño , Júlia Esbert , Javier Calvo , Eulàlia Borràs Riba , virgínia unamuno , Victoria (Vicky) Antoniadou

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Drawing on current theoretical perspectives on language and bilingualism, this paper explores implications for language teaching and learning in the educational context. Traditionally, understandings of language and bilingualism have been rooted in cognitive perspectives on second language acquisition that emphasize language systems rather than language users. This emphasis has contributed to prioritizing acquisition of native-like proficiency in the target language (such as English) rather than the functional integration and dynamic use of languages by bilingual speakers. Recently, sociolinguistic perspectives have highlighted the variability among bilingual speakers and patterns of bilingual language use, foregrounding the fluid, dynamic use of one or more languages as bilingual speakers communicate across different social domains and contexts. Engaging with the differences between these understandings of language, several scholars in bilingual education and applied linguistics have pointed out the monolingual bias in education, which tends to exclude not only bilingual language practices but also minority or non-dominant languages from the classroom and from curriculum learning. Bridging the frequent separation of home and school language practices this paper articulates key processes in a plurilingual approach to pedagogy that explicitly draws upon students’ home languages as resources for learning in English-medium classrooms. In particular, the paper highlights several examples drawn from a school-university research partnership that supported English as a Second Language (ESL) and classroom teachers at the elementary level to integrate students’ home languages into teaching and learning activities. The school involved in the research partnership was multilingual and multicultural, with 97% of the students speaking a language other than English at home, and 30% of the students having been born outside of Canada. Within this context, teachers drew on students’ home languages to: 1) scaffold English vocabulary and literacy development; 2) support students’ bilingual development; and 3) assist students to develop their plurilingual identities. Taken together, these findings illustrate the kinds of plurilingual language practices that are possible in multilingual classrooms. Moreover, a plurilingual approach to pedagogy reflects contemporary understandings of bilingualism in society, and offers a means to engage with the rich linguistic resources present in Ontario classrooms and communities. Further, this approach aligns with a culturally responsive and inclusive approach to education that recognizes the value of cultural and linguistic diversity in Canadian society.

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To better understand the factors facilitating or impeding the translation of “promising controversies” (Taylor & Snoddon, 2013, p. 439) of plurilingualism theory into meaningful practices, this article presents a synthesis of 30 empirical studies on plurilingual pedagogy as enacted and experienced by educators and learners in various global K–12 and postsecondary contexts. Informed by plurilingualism (Coste et al., 1997/2009; Council of Europe, 2020), this synthesis forefronts the key contributions of plurilingual pedagogy as it fosters: (a) students’ development of plurilingual (and pluri-/intercultural) competence, (b) evolution of language beliefs towards a positive orientation to plurality and hybridity, (c) affirmation of student and teacher identity and promotion of agency, and (d) language and literacy development. The perceived challenges, however, are related to the nature and practical issues of designing and implementing plurilingual pedagogy in the classroom which are in...

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As an initial part of a new SSHRC-funded 4-year study, this review utilizes an extensive literature search of the Anglophone literature related to plurilingualism in order to summarize the empirical work that has focused to date on related concrete classroom treatment options. We note that the previous trends within this literature bear many similarities to the notion of plurilingualism, especially in terms of the problematization of decontextualized and standardized orientations towards language. Even though there are important caveats to be considered, we argue that plurilingualism is not simply a matter of “old wine in new bottles” and that the notion offers valuable conceptual insights. At the same time, we acknowledge that teachers have a right to be suspicious of the latest fashions within second language education and criticize the attitude that practitioners should automatically adhere to the recommendations proposed by theorists. Real curriculum innovation depends on understanding the nature of teaching practice and decision-making and argue that much depends on working collaboratively with teachers to see what works concretely in the classroom. The study related to this review is aimed to do precisely that.

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