References of "Huemer, Birgit 50002012"
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See detailAcademic writing across languages: multilingual and contrastive approaches in higher education
Huemer, Birgit UL; Deroey, Katrien UL; Lejot, Eve UL

Book published by Böhlau (in press)

In this book we explore how academic writing varies across languages in order to enrich concepts for teaching academic writing in multilingual environments. The contributions focus on teaching approaches ... [more ▼]

In this book we explore how academic writing varies across languages in order to enrich concepts for teaching academic writing in multilingual environments. The contributions focus on teaching approaches, linguistic features and writing practices in multilingual contexts. It aims to discuss how these findings could be applied in order to develop multilingual approaches for teaching academic writing at the university. [less ▲]

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See detailWo mache ich einen Absatz?
Huemer, Birgit UL

Presentation (2018, June 08)

Schreiber gliedern ihre Texte visuell in kleinere Portionen oder Teiltexte, die eine Unterbrechung des Textflusses darstellen und die Information strukturieren (Heinemann & Viehweger 1991). Diese ... [more ▼]

Schreiber gliedern ihre Texte visuell in kleinere Portionen oder Teiltexte, die eine Unterbrechung des Textflusses darstellen und die Information strukturieren (Heinemann & Viehweger 1991). Diese Gliederung erfolgt durch einfache grafisch-formale Mittel, die genre-spezifisch sind und die sich an sprachlich realisierten inhaltlich-thematischen Kriterien sowie an Kriterien der Textkohärenz orientieren (Longacre 1979, van Dijk 1981). Stein (2003) zeigt in seiner Studie, dass der Zusammenhang zwischen dem inhaltlich-thematischen Wechsel und der grafisch-formalen Absatzmarkierung im Text Studierenden der Germanistik als Konzept zwar bekannt ist, jedoch in der Anwendung Schwierigkeiten bereitet. In diesem Vortrag wird am Beispiel deutschsprachiger Masterarbeiten gezeigt, welche Schwierigkeiten den Studierenden die Platzierung und Strukturierung von Absätzen bereitet und welchen Einfluss dies auf Textkohärenz und Leserorientierung hat. Die Ergebnisse basieren auf einer kontrastiven linguistischen Analyse deutsch-, englisch- und französischsprachiger Theoriekapitel in 12 verschiedenen Masterarbeiten aus demselben Fach, in denen die grafisch-formale Absatzmarkierung, die linguistische Struktur von Absätzen und der Einsatz kohäsiver Mittel untersucht wurden. [less ▲]

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See detailDie Stellung des Deutschen an der mehrsprachigen Universität Luxemburg
Huemer, Birgit UL

in Muttersprache (2017), 1(2017), 102-111

In May 2014, a Language Centre has been established at the University of Luxembourg, which aims to support academic language skills in the three official university languages English, French and German ... [more ▼]

In May 2014, a Language Centre has been established at the University of Luxembourg, which aims to support academic language skills in the three official university languages English, French and German. Shortly after its foundation, the Language Centre conducted a university-wide needs analysis, to establish the needs for language support. This paper presents findings of this investigation that report on the role German language plays at the University of Luxembourg. Moreover, it will discuss measures and strategies to support German language acquisition within the scope of the university’s multilingual orientation. [less ▲]

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See detailDesigning a multilingual course to support second and third language acquisition
Huemer, Birgit UL; Deroey, Katrien UL; Lejot, Eve UL

Scientific Conference (2016, September 02)

This paper reports on a multilingual course developed and taught at the University of Luxembourg Language Centre in 2015. The Language Centre offers academic language support in English, French and German ... [more ▼]

This paper reports on a multilingual course developed and taught at the University of Luxembourg Language Centre in 2015. The Language Centre offers academic language support in English, French and German across the universities three faculties, where most study programmes are bi- or trilingual. The question of how to use existing multilingual resources and support the acquisition of multilingual competences has become increasingly important due to the Bologna agreement and internationalisation strategies at many European universities. However, while research on third language acquisition (Cenoz, Hufeisen, Jessner 2001; Hufeisen, Neuner 2003; Jessner 2008) and multilingualism in higher education (Jessner 2008, Hu 2015; Rindler Schjerve, Vetter 2012) is a common theme, little has been published that could guide language teachers in the design of multilingual courses. Teaching methods such as Intercomprehension with GALANET (Degache 1997) or Eurocom (Meissner 2004; Hufeisen, Marx 2007; Klein 2007) and European projects like CARAP (Candelier 2007) and MAGICC document the need for new concepts in language education very well. Informed by the results of a university wide needs analysis of language competences at the University of Luxembourg, the Language Centre developed a trilingual presentation skills course (FR/EN/GE) for MA students to support second and third language acquisition. In this paper, we will present our course design, comment on the running of the course and present findings from our teaching and student course evaluations that can be used to inform the future teaching of multilingual courses. Our aim is to provide insights into how multilingual courses can be successfully designed and run. Candelier, M. et al. (2007). CARAP. Framework of reference for pluralistic approaches to languages and cultures. Graz: European Center of Modern Languages. Cenoz, J. & Jessner, U. (eds.). (2000). English in Europe: The acquisition of a third language. Clevedon: Multilingual Matters. Degache, C. (1997). Développer l'intercompréhension dans l'espace linguistique roman: le programme Galatea/Socrates. Assises de l'enseignement du et en français, séminaire de Lyon: Aupelf-Uref. Hu, A. (2015). Internationalisierung und Mehrsprachigkeit: Universitäten als interkulturelle und mehrsprachige Diskursräume. In A. Küppers & P. Uyan-Sermeci & B. Pusch (eds.): Education in transnational spaces. Wiesbaden: 257-268. Hufeisen, B. & Neuner, G. (2003). Mehrsprachigkeitskonzept- Tertiärsprachenlernen – Deutsch nach Englisch. Strasbourg: Council of Europe Publishing. Hufeisen, B. & Marx, N. (2007). How can DaFnE and EuroComGerm contribute to the concept of receptive multilingualism? Theoretical and practical considerations. In J.Ten Thije & L. Zeevaert (eds.): Receptive multilingualism: Linguistic analyses, language policies and didactic concepts. Amsterdam: John Benjamins, 307-321. Jessner, U. (2008). Teaching third languages: Findings, trends and challenges. State-of-the-Art Article. In: Language Teaching 41/1, 15-56. Klein, H.-G. (2007). Où en sont les recherches sur l'eurocompréhension ? http://eurocomresearch.net/lit/Klein%20FR.htm: Université de Francfort/Main. Meißner, F-J. (2004). Transfer und Transferieren: Anleitungen zum Interkomprehensionsunterricht. In H.G. Klein & D. Rudtke (eds.): Neuere Forschungen zur Europäischen Intercomprehension. Aachen: Shaker, 39-66. Rindler Schjerve, R. & Vetter, E. (2012). European Multilingualism Current Perspectives and Challenges. Bristol: Multilingual Matters. MAGICC http://www.unil.ch/magicc/home.html GALANET, http://www.galanet.eu/ [less ▲]

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See detailDie Stellung des Deutschen an der mehrsprachigen Universität Luxemburg‘.
Huemer, Birgit UL

Presentation (2016, April 28)

Die Stellung des Deutschen an der mehrsprachigen Universität Luxemburg Mehrsprachigkeit ist ein Identitätsmerkmal der Universität Luxemburg, das sich sowohl im beruflichen Alltag der Universität als auch ... [more ▼]

Die Stellung des Deutschen an der mehrsprachigen Universität Luxemburg Mehrsprachigkeit ist ein Identitätsmerkmal der Universität Luxemburg, das sich sowohl im beruflichen Alltag der Universität als auch in ihren zahlreichen mehrsprachigen Studiengängen wiederspiegelt. Um die mehrsprachigen Kompetenzen von MitarbeiterInnen und Studierenden zu fördern, wurde im Mai 2014 das Sprachenzentrum der Universität Luxemburg gegründet. Ein Fokus des Zentrums liegt auf der Unterstützung wissenschaftlicher und berufsspezifischer Sprachkompetenzen in den Universitätssprachen Englisch, Französisch und Deutsch sowie auf dem Ausbau mehrsprachiger Kompetenzen. Zusätzlich werden allgemeinsprachliche Kurse für die eben genannten Sprachen sowie für Luxemburgisch angeboten. Im Wintersemester 2014/15 hat das Sprachenzentrum eine umfangreiche und differenzierte Befragung durchgeführt, um den Bedarf für Sprachunterstützung an der Universität abzuschätzen. In der Studie wurden einerseits 24 teilstrukturierte Interviews mit den Studien¬programm¬¬direktorInnen der Fakultäten durchgeführt und andererseits mittels Online-Fragebogen alle MitarbeiterInnen und alle Studierenden der Universität befragt. In diesem Vortrag werden Ergebnisse aus dieser Bedarfserhebung präsentiert, die Aufschluss über die Stellung des Deutschen an der Universität Luxemburg geben. Während im Französischen durchaus mehrere Sprachniveaus zu finden sind und das Englische hauptsächlich auf mittlerem und hohem Sprachniveaus vertreten ist, beherrschen MitarbeiterInnen und Studierende Deutsch entweder auf sehr hohem Niveau oder haben keine oder nur geringe Deutschkenntnisse. Studierende (37%) sind gegenüber MitarbeiterInnen (29%) eher dazu bereit, Deutsch zu lernen, wobei beide Gruppen tendenziell eher ihre mündlichen als ihre schriftsprachlichen Kompetenzen verbessern wollen. Deutsch ist in den Studienprogrammen die am wenigsten etablierte Sprache, wobei große Unterschiede zwischen den drei Fakultäten bestehen. In den beiden Fakultäten, in denen Deutsch als Wissenschaftssprache kaum vertreten ist, wird die Notwendigkeit, dass Studierende Deutschkenntnisse erwerben, von Lehrenden und Studierenden allerdings sehr unterschiedlich eingeschätzt. [less ▲]

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See detailDer wissenschaftliche Artikel in der germanistischen Linguistik als Modell für den Unterricht wissenschaftlichen Schreibens: Ergebnisse einer Pilotstudie
Huemer, Birgit UL

in Linguistik Online (2016), 76(2), 67-84

Similar structures in research articles of different disciplines indicate that the research article can be qualified as a genre across disciplinary borders. In spite of these structural similarities ... [more ▼]

Similar structures in research articles of different disciplines indicate that the research article can be qualified as a genre across disciplinary borders. In spite of these structural similarities, which are constitutive for a genre, there are linguistic varieties that can be found in research articles of several disciplines relevant to be pointed out when teaching academic writing at the university. Little research has been conducted so far on linguistic varieties within subcategories of a discipline, because it is assumed that linguistic varieties within the genre research article are discipline-specific and therefore can only be found across disciplines. This article will present the results of a pilot study in which linguistic varieties within the discipline German linguistics have been researched. 14 introductions to research articles within this field have been selected in order to analyse their macro structure in detail. The data has been taken from a high rated journal in the field of German linguistics called Zeitschrift für germanistische Linguistik (ZGL 2014) in which the most important articles that have been published in the year before are promoted. The study shows that the macro structure of the research articles’ introductions are essentially determined by the research question and the research method, which vary within this discipline. This result is particularly relevant for the teaching of academic writing, because it offers an alternative approach to support the writing process oriented towards the core of every research: which is to formulate a research question and to choose an appropriate method rather than to strictly follow assumed disciplinary writing norms. [less ▲]

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See detailStudentischen Schreiben erforschen und lehren: Grundlagenforschung und ihre Umsetzung in ein Kursprogramm
Gruber, Helmut; Huemer, Birgit UL

in Zeitschrift für Hochschuldidaktik (2015)

This paper presents the results of three research projects on students‘ academic writing at the university. In the first two projects, students’ writing in three social science disciplines was ... [more ▼]

This paper presents the results of three research projects on students‘ academic writing at the university. In the first two projects, students’ writing in three social science disciplines was investigated. In the third project, these results were translated into a writing course for students which eventually lead to the development of a writing pedagogy approach which facilitates to teach discipline-specific as well as general fundamentals of academic writing to students of different disciplines in one course program. [less ▲]

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See detailCoherence in multimodal art installations
Huemer, Birgit UL

Presentation (2015, September 21)

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See detailMultilingualism at the University of Luxembourg: policy, practice and attitudes
Deroey, Katrien UL; Lejot, Eve UL; Huemer, Birgit UL

Scientific Conference (2015, July 31)

Multilingualism is a key feature of the identity and development strategy of the University of Luxembourg. This is reflected in its slogan: ‘University of Luxembourg. Multilingual, personalized ... [more ▼]

Multilingualism is a key feature of the identity and development strategy of the University of Luxembourg. This is reflected in its slogan: ‘University of Luxembourg. Multilingual, personalized, connected’. The University Language Centre was recently founded to support multilingual education and the growth of the university as a research institution. To establish the needs for language and communication support and inform language policy decisions, we conducted an extensive needs analysis among staff and students. This paper presents the findings of that investigation. The needs analysis consists of semi-structured interviews with study programme directors and online questionnaires for all staff and students. The interviews principally enquired after the following: language entry requirements for students and the means used to assess language skills; current language support provided in different study programmes; and the perceived need for academic, professional and general language support for staff and students. The online questionnaires collected data on students’ and staff’s self-assessed proficiency in the three main languages, and the perceived need for specific language and communication support across study programmes, disciplines and staff categories. The interviews with the programme directors revealed that language entry requirements vary greatly across study programmes and that applicants’ language skills have hitherto mainly been assessed in a non-standardised way. Interviewees mostly thought that for students academic writing support was paramount, while for their academic staff they did not usually feel any need for research- or teaching -related language support apart from proofreading. At the time of writing, the student and staff questionnaires are being administered. However, in our presentation we will be able to present and compare the findings of all three parts of the needs analysis so that we can highlight the perceived needs for language and communication support at this multilingual university as well as how these relate to its language policy. [less ▲]

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See detailThe “pre-scientific” thesis: the formation of a new genre in Austrian schools
Huemer, Birgit UL

Presentation (2015, July 27)

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See detailWriting support in a multilingual context: what do staff and students need?
Lejot, Eve UL; Huemer, Birgit UL; Deroey, Katrien UL

Scientific Conference (2015, June)

This paper reports on an extensive analysis of language learning needs performed amongst staff and students at a multilingual university. Although needs analysis is a well established method to inform ... [more ▼]

This paper reports on an extensive analysis of language learning needs performed amongst staff and students at a multilingual university. Although needs analysis is a well established method to inform specific language teaching (Basturkmen 2010), few studies have analysed writing support needs in general (Kruse 2013, Kruse & Meyer & Everke Buchanan in press) or writing support needs in multilingual contexts (Huemer & Rheindorf & Wetschanow 2014). In this paper, we will focus on the needs for writing support in English, French, German and Luxembourgish across faculties at the University of Luxembourg, where most degree programmes are multilingual. In addition to the results for these two groups, we will discuss the (mis)match between staff and student perceptions of students’ needs. Results are from 24 semi-structured interviews and online questionnaires (staff n=559, students n=364) covering all faculties. Not surprisingly, academic staff and postdoctoral researchers report the greatest need for support in writing research genres, i.e. papers and proposals, chiefly in English. They also felt students mostly required instruction in writing assignments and dissertations in English. Students, however, would like support in writing assignments and dissertations in all four languages. Finally, when looking at the overall results for staff and students, it is striking that the need for general language training, especially conversational skills, in all four languages outstrips the reported need for academic language instruction. We will discuss how these results informed our course design across different programs and faculties. [less ▲]

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See detailMultilingualism in a multidisciplinary Perspective
Huemer, Birgit UL

Presentation (2015, March 24)

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See detailDeveloping a German-English Dictionary of the Common Language of Academia
Huemer, Birgit UL; Rheindorf, Markus

in Journal of Academic Writing (2015), 5(1), 29-41

The factual dominance of English as Lingua Franca of the international scientific community continues to increase in most disciplines. Univesrity students, lecturers and researchers are more and more ... [more ▼]

The factual dominance of English as Lingua Franca of the international scientific community continues to increase in most disciplines. Univesrity students, lecturers and researchers are more and more commonly required to acquire English for academic purposes. Meanwhile, linguistic research into the similarities and differences between academic English and its German, Italian or other counterparts has been conducted. However, no comprehensive study has yet dealt with the specific problems faced by German-speaking academics and students acquiring English for academic purposes. It is in this context that this article presents an ongoing research project designed to address that gap. It concerns the lack or partial lack of equivalent linguistic means between the German and the English common language of academia. The common language of academia is, by definition, used across the disciplines and contains or realises fixed, language- and culture-specific conceptions of what actually constitutes 'science' or 'academia'. It is largely based on but differs from language use in everyday contexts, thus posing significant challenges for students even in their first language. In this article, we address the challenge of achieving not only a functional comparison of the common language of academia in English and German, but of complementing the underlying inventory and analysis of each. Following a discussion of previous work, we detail our research design and criteria for the comparative analysis of the common language of academia in English and German, as well as some prelimiary results of the project. The findings of our project will ultimately lead to a German-English dictionary for the common language of academia designed to support both students and academics with understanding and participating in international scientific communities with different linguistic backgrounds. [less ▲]

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See detailDeveloping a German-English Dictionary of the Common Language of Academia
Rheindorf, Markus; Huemer, Birgit UL

in Journal of Academic Writing (2015), 5(1), 29-41

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See detailDas Betreuungsgespräch
Huemer, Birgit UL; Rheindorf, Markus

Learning material (2014)

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See detailDie Vorwissenschaftliche Arbeit - Annäherung an eine Textsorte
Huemer, Birgit UL; Gruber, Helmut; Wetschanow, Karin

in informationen zur deutschdidaktik (ide), Zeitschrift für den Deutschunterricht in Wissenschaft und Schule (2014), 38(4), 24-34

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See detailThe development of an English/German dictionary for scientific writing
Huemer, Birgit UL

Presentation (2014, October 22)

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