{"id":39843,"date":"2021-09-06T14:57:17","date_gmt":"2021-09-06T13:57:17","guid":{"rendered":"https:\/\/blogs.ua.pt\/cidtff\/?p=39843"},"modified":"2021-09-06T14:57:17","modified_gmt":"2021-09-06T13:57:17","slug":"capitulo-online-plurilingual-interaction-identity-construction-and-development-of-plurilingual-competence-in-students-and-teachers-a-focus-on-intercomprehension","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=39843","title":{"rendered":"Cap\u00edtulo | Online Plurilingual Interaction: Identity Construction and Development of Plurilingual Competence in Students and Teachers: A Focus on Intercomprehension"},"content":{"rendered":"\n
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Maria Helena Ara\u00fajo e S\u00e1 (CIDTFF) & S\u00edlvia Melo-Pfeifer (CIDTFF) | The Routledge Handbook of Plurilingual Language Education, pp. 279-296<\/strong><\/p>\n\n\n\n

Abstract:<\/strong><\/p>\n\n\n\n

This chapter presents evidence from empirically-based studies that analyse the influence of participating in the online intercomprehension situations on: fostering and negotiating a plurilingual identity; and improving the skills and knowledge identified in a particular descriptive model of plurilingual competence: affective, cognitive, linguistic, and communicative. Many concepts are in use to describe or refer to plurilingual interaction, bilingualism and multilingualism. Already back to 2006, G. L\u00fcdi proposed changing the focus of research from linguistic competence in one language to the interaction of linguistic resources within the individual plurilingual repertoire. The chapter also presents the outcomes of empirical studies addressing the influence of online plurilingual interaction resorting to romance languages on participants\u2019 identity co-construction and development of their plurilingual competence. Specific features related to participation in online plurilingual interaction include discussions of the plurilingual repertoires in presence as well as the negotiation of languages for the interaction.<\/p>\n\n\n\n

ver mais<\/a><\/p>\n\n\n\n

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Refer\u00eancia:
<\/strong>Ara\u00fajo e S\u00e1, M. H., & Melo-Pfeifer, S. (2021). Online Plurilingual Interaction: Identity Construction and Development of Plurilingual Competence in Students and Teachers: A Focus on Intercomprehension. In E. Piccardo, A. Germain-Rutherford, and G. Lawrence, The Routledge Handbook of Plurilingual Language Education<\/em> (pp. 279-296). Routledge. https:\/\/doi.org\/10.4324\/9781351002783<\/p>\n","protected":false},"excerpt":{"rendered":"

Maria Helena Ara\u00fajo e S\u00e1 (CIDTFF) & S\u00edlvia Melo-Pfeifer (CIDTFF) | The Routledge Handbook of Plurilingual Language Education, pp. 279-296 Abstract: This chapter presents evidence from empirically-based studies that analyse the influence of participating in the online intercomprehension situations on: fostering and negotiating a plurilingual identity; and improving the skills and knowledge identified in a […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[14,35,5],"tags":[],"class_list":["post-39843","post","type-post","status-publish","format-standard","hentry","category-destaques","category-livros-capitulos","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t