DYLAN Project

LANGUAGE DYNAMICS AND MANAGEMENT OF DIVERSITY

This project is a consortium of 19 research teams. The project, which was granted through the Strand 6 European Union Framework, proposes to demonstrate that linguistic diversity is advantageous rather than an obstacle in the process of creating a knowledge society. The linguistic dynamics in different environments (businesses, European institutions, education systems) will be studied in order to determine the different ways of thinking and performing in different languages promotes the contruction, transferral and application of knowledge.

GREIP, as the research team involved from the UAB, is in charge of the study of education systems and coordinates a group of six members from the consortium who will work on the following: a) The study of the influence of social changes in the modification of language education policies and b) The study of the multilingual practices and representations of multilingualism in the contexts of secondary and higher education.

Project

From:
2006
To:
2011
Sponsor:
Strand 6 European Union Framework (FP6-2004-Citizens-4"-028702-2-)
Budget for Barcelona:
111.000 €
Research leader:
Dr Anne-Caude Bethoud (Université de Lausanne)
Research leader at Barcelona:
Dr Luci Nussbaum Capdevila
Participating universities:
Université de Lausanne (CH), Scientific Project Management, Lausanne (CH), Université de Genève (CH), Universität Basel (CH), Université de Lyon 2 (FR), Universität Duisburg-Essen (DE), Universitat Autònoma de Barcelona (ES), Freie Universität Berlin (DE), Glasgow Caledonian University (UK), Lancaster University (UK), Université de Paris 3 (FR), University of Southern Denmark (DK), University of Cluj-Napoca (RO), University of Helsinki (FI), Université Marc Bloch-Strasbourg 2 (FR), Libera Università di Bolzano (IT), University of Ljubljana (SI), Universität Wien (AT) Vrije Universiteit Brussel (BE)
Research team:
Dr Eva Codó Olsina, Dr Melinda Ann Dooly Owenby, Dr Cristina Escobar Urmeneta, Dr Virginia Unamuno Kaschapava, Víctor Corona, Emilee Moore, Adriana Patiño.

Project web page: http://www.dylan-project.org/Dylan_en/home/home.php

Publications:

  • Mondada, L. & Nussbaum, L. (eds.) (forthcoming) Interactions Cosmopolites: L'Organisation de la Participation Plurilingue. Editions Lambert Lucas: Limoges.
  • Borràs, E., Moore, E., Nussbaum, L. & Patiño, A. (forthcoming). Emergence de modes plurilingues dans des cours universitaires en L2. In: Mondada, L. & Nussbaum, L. (eds.), Interactions Cosmopolites: L'Organisation de la Participation Plurilingue. Editions Lambert Lucas: Limoges.
  • Moore, E., Borràs, E. & Nussbaum, L. (forthcoming). Plurilingual resources in lingua franca: An interactionist perspective. A Haberland, H. & Priesler, B. (eds.) Language Alternation, Language Choice and Language Encounter in International Education. Heidelberg: Springer.
  • Dooly, M. & Masats, D. (in press). Closing the loop between theory and praxis: New models in EFL teaching. Oxford ELT Journal.
  • Moore, E. & Nussbaum, L. (2011). Què aporta l’anàlisi conversacional a la comprensió de les situacions d’AICLE. A Escobar, C. & Nussbaum, L. (eds.) Aprendre en una Altra llengua / Learning through another language / Aprender en otra lengua. Bellaterra: Servei de publicacions de la UAB.
  • Borràs, E., Canals, L., Dooly, M., Moore, E. & Nussbaum, L.(2010). Deliverable 4.3: Working Paper 4. DYLAN Project, pp. 9–21.
  • Borràs, E., Moore, E. & Nussbaum. L. (2010). Exploring plurilingual and multimodal resources for participation in higher education CLIL contexts. Deliverable 5.3: Working Paper 5. DYLAN Project.
  • 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), pp. 58–79.
  • Moore, E. & Patiño-Santos, A. (2010). Exploring identity in plurilingual service encounters at a Catalan university. Deliverable 5.3: Working Paper 5. DYLAN Project.
  • Dooly, M. & Masats, D. (2010). Moments of convergence and divergence between multilingual policies and practices in a higher education institution. Deliverable 5.3: Working Paper 5. DYLAN Project.
  • Dooly, M. & Moore, E. (2009). Plurilingual talk-in-interaction in an initial teacher training CLIL class. In: Veronesi, D. & Nickenig, C. (eds.), Bi- and Multilingual Universities: European Perspectives and Beyond. Bozen-Bolzano: Bozen-Bolzano University Press, pp. 181–189.
  • Dooly, M., Moore, E., Nussbaum, L., Unamuno, V., Corona, V. & Patiño, A. (2008). Analysis of how context changes modify language policies and strategies and affect language learning practices and representations of multilingualism in educational institutions of higher education. Deliverable 3.2: Working Paper 2. DYLAN Project, pp. 9–26.
  • 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. Deliverable 3.1: Working Paper 1. DYLAN Project, pp. 5–19.
  • Dooly, M., Moore, E., Nussbaum, L. & Unamuno, V. (2006). 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. Deliverable 3.2: Working Paper 2. DYLAN Project, pp. 9-26. 
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