Examining Learner Agency in Plurilingual Peer Interactions: Managing Participation in Virtual and Face-to-Face Tasks

Cèlia Pratginestós

doi:10.5565/rev/jtl3.1461

Anàlisi de l’agència de l’aprenent en interaccions plurilingües entre iguals: gestió de la participació en tasques virtuals i presencials

Autors/ores

Cèlia Pratginestós Universitat Autònoma de Barcelona https://orcid.org/0000-0002-2477-6618

PDF (EN)

Resum

Des d’una perspectiva socioconstructivista, l’aprenentatge és un procés social que es construeix a través de la interacció. En un enfocament d’ensenyament de L2 basat en tasques, això suposa una adaptació dinàmica a les exigències discursives. Aquest estudi analitza com estudiants de secundària organitzen la seva participació i exerceixen la seva agentivitat en una proposta d’aula transnacional, en dos contextos: la telecol·laboració virtual i les tasques presencials en grup. L’objectiu és explorar com els aprenents troben l’equilibri entre la progressivitat (per fer avançar la tasca) i la intersubjectivitat (per assegurar la comprensió mútua). A través de l’Anàlisi de la Conversa, s’identifiquen dimensions conductuals, cognitives i relacionals de l’agentivitat en les seves accions discursives. L’estudi posa en relleu les estratègies emprades pels aprenents per superar dificultats, coconstruir significat i equilibrar objectius acadèmics i socials. En centrar-se en les interaccions plurilingües entre iguals, es mostra com aquestes afavoreixen l’agentivitat, una participació activa i una comunicació eficaç, contribuint així a l’èxit en la realització de les tasques més enllà de les fronteres lingüístiques.

Paraules clau

Agència de l’aprenent, Interacció basada en tasques, Participació, Progressivitat i Intersubjectivitat, Tasca com a procés

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Biografia de l'autor/a

Cèlia Pratginestós, Universitat Autònoma de Barcelona

Is an Adjunct Lecturer at the Universitat Autònoma de Barcelona and at EUNCET Business School. She is a member of the Research Group for Education, Interaction and Plurilingualism (GREIP). Her research focuses on classroom interaction and conversation analysis applied to language learning in both formal and informal plurilingual educational settings from a sociocultural learning perspective.