References
- Alber, J.-L., & Py, B. (1985). Interlangue et conversation exolingue [Interlanguage and exolingual conversation]. Cahiers du Departement des Langues et des Sciences du Lanigage, 1, 30–47.
- Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11, 290–305. doi: 10.1177/1028315307303542
- Auer, P. (1998). Code-switching in conversation: Language, interaction and identity. New York, NY: Routledge.
- Baldauf, R. B. Jr., (2006). Rearticulating the case for micro language planning in a language ecology context. Current Issues in Language Planning, 7(2), 147–170. doi: 10.2167/cilp092.0
- Baldauf, R. B. Jr., & Kaplan, R. B. (2005). Language-in education planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 1013–1034). Mahwah, NJ: Erlbaum.
- Berthoud, A.-C., Grin, F., & Lüdi, G. (Eds.) (2011). The DYLAN project booklet. Retrieved from http://www.dylan-project.org/DYLAN-Project_Final-Booklet_A4_300412.pdf
- Berthoud, A.-C., Grin, F., & Lüdi, G. (Eds.) (2013). Exploring the dynamics of multilingualism: The DYLAN project. Amsterdam: John Benjamins.
- Borràs, E. (2013). La gestió del plurilingüisme a l'aula en l'educació superior. Estudi de cas: Introducció de classes en anglès a l'escola d'enginyeria B [The management of plurilingualism in the higher education classroom. Case study: The introduction of classes in English at engineering school B] (doctoral dissertation). Retrieved from http://www.tdx.cat/handle/10803/129075
- Canagarajah, A. S. (2005). Accommodating tensions in language-in-education policies. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice. (pp. 194–201) Clevedon: Multilingual Matters.
- Coste, D. (2001). La notion de compétence plurilingüe [The notion of plurilingual competence]. Éduscole: Séminaire ‘L'enseignement des langues vivantes, perspectives’. Retrieved from http://eduscol.education.fr/pid25239-cid46534/la-notion-de-competence-plurilingue.html
- Cots, J. M., Lasagabaster, D., & Garrett, P. (2012). Multilingual policies and practices of universities in three bilingual regions in Europe. International Journal of the Sociology of Language, 216, 7–32.
- De Bofarull, J. (2005). La mobilitat universitària: L'altra nova immigració [University mobility: The new immigration]. Kesse, 38, 4–7.
- Duff, P. (2007). Second language socialization as sociocultural theory: Insights and issues. Language Teaching, 40, 309–319. doi: 10.1017/S0261444807004508
- Duff, P., & Kobayashi, M. (2010). The intersection of social, cognitive, and cultural processes in language learning: A second language socialization approach. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 75–93). Oxford: Oxford University Press.
- Duverger, J. (2007). Didactiser l'alternance des langues en cours de DNL [Didacticising language alternation in non-language subjects]. Tréma, 28. Retrieved from http://trema.revues.org/302
- Gajo, L. (2007). Enseignement d'une DNL en langue étrangère: De la clarification à la conceptualisation [Teaching a non-langugae subject in a foreign language: From clarification to conceptualisation]. Tréma, 28. Retrieved from http://trema.revues.org/448
- Gajo, L., & Berthoud, A.-C. (2008). Construction intégrée des savoirs linguistiques et disciplinaires dans l'enseignement bilingue au secondaire et au tertiaire. Rapport final [Integrated construction of linguistic and disciplinary knowledge in bilingual teaching in secondary and tertiary education: Final report]. Fonds national suisse de la recherche scientifique: PNR 56.
- Gajo, L., & Grobet, A. (2008). Interagir en langue étrangère dans le cadre de disciplines scolaires: Intégration et saturation des savoirs disciplinaires et linguistiques dans l’élaboration des definitions [Interacting in a foreign language in the framework of school disciplines: Integration and saturation of disciplinary and linguistic knowledge in the elaboration of definitions]. In L. Filliettaz & M.-L. Schubauer-Leoni (Eds.), Processus interactionnels et situations éducatives [Interactional processes and educational situations] (pp. 113–136). Brussels: De Boeck.
- Gal, S., & Woolard, K. A. (2001). Constructing languages and publics: Authority and representation. In S. Gal & K. A. Woolard (Eds.), Languages and publics: The making of authority (pp. 1–12). Manchester: St. Jerome.
- Gallego-Balsà, L. (2014). Language policy and internationalisation: The experience of international students at a Catalan university (doctoral dissertation). Retrieved from http://www.tdx.cat/handle/10803/146283
- García, O. (2009). Bilingual education in the 21st century: A global perspective. Oxford: Wiley-Blackwell.
- García, O., & Sylvan, C. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern Language Journal, 95(3), 385–400. doi: 10.1111/j.1540-4781.2011.01208.x
- Grimshaw, T. (2007). Critical perspectives on language in international higher education. In M. Hayden, J. Levy, & J. Thompson (Eds.), The Sage handbook of research in international education (pp. 365–378). London: Sage.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
- Lin, A. (2006). Beyond linguistic purism in language-in-education policy and practice: Exploring bilingual pedagogies in a Hong Kong science classroom. Language and Education, 20(4), 287–305. doi: 10.2167/le643.0
- Llurda, E., Cots, J. M., & Armengol, L. (2013). Expanding language borders in a bilingual institution aiming at trilingualism. In H. Haberland, D. Lønsmann, & B. Preisler (Eds.), Language alternation, language choice and language encounter in international tertiary education (pp. 203–222). Dordrecht: Springer.
- Lüdi, G., & Py, B. (2009). To be or not to be … a plurilingual speaker. International Journal of Multilingualism, 6(2), 154–167. doi: 10.1080/14790710902846715
- Melcion, J. (2007). Llengües i Espai Europeu d'Educació Superior [Languages and the European Higher Education Area]. Escola Catalana, 444, 19–20.
- Moore, E. (2011). Plurilingual Interaction at a Catalan University Doing Internationalisation: Context and Learning (doctoral dissertation). Retrieved from: https://www.educacion.gob.es/teseo/mostrarRef.do?ref=941613
- 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: 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: Continuum.
- 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: 10.1080/13670050.2012.702724
- Mortensen, J. (2014). Language policy from below: Language choice in student project groups in a multilingual university setting. Journal of Multilingual and Multicultural Development, 35(4), 425–442. doi: 10.1080/01434632.2013.874438
- Ramanathan, V., & Morgan, B. (2007). TESOL and policy enactments: Perspectives from practice. TESOL Quarterly, 41(3), 447–463. doi: 10.1002/j.1545-7249.2007.tb00080.x
- Smit, U. (2010). English as a lingua franca in higher education: A longitudinal study of classroom discourse. Berlin: Mouton de Gruyter.
- Söderlundh, H. (2013). Language choice and linguistic variation in classes nominally taught in English. In H. Haberland, D. Lønsmann, & B. Preisler (Eds.), Language alternation, language choice and language encounter in international tertiary education (pp. 85–102). Dordrecht: Springer.
- ten Have, P. (2002). The notion of member is the heart of the matter: On the role of membership knowledge in ethnomethodological inquiry. Forum: Qualitative Social Research, 3(3). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/834/1813
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
- Young, R. F., & Miller, E. R. (2004). Learning as changing participation: Discourse roles in ESL writing conferences. The Modern Language Journal, 88(4), 519–535. doi: 10.1111/j.0026-7902.2004.t01-16-.x