References of "Kalocsanyiova, Erika 50009727"
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See detailWhat Happens Next? Language Learning Trajectory of an Iraqi Asylum Seeker in Luxembourg
Kalocsanyiova, Erika UL

Scientific Conference (2017, May 05)

The Grand Duchy of Luxembourg is often portrayed as a country of immigration. Official government policies continually draw upon the rhetoric of trilingualism to support claims about the country’s ... [more ▼]

The Grand Duchy of Luxembourg is often portrayed as a country of immigration. Official government policies continually draw upon the rhetoric of trilingualism to support claims about the country’s openness and multicultural spirit. This, along with the recognition of three languages – Luxembourgish, German and French – is expected to facilitate the integration of foreign nationals. It is claimed no Luxembourger is monolingual: moving fluidly back and forth between a multitude of languages is a communication method in its own right and members of the local society are believed to excel in it. Despite widespread acceptance and favourable attitudes towards multilingualism, language resources outside the recognised trilingual model have ambiguous statuses. As a result, broader societal multilingualism is perceived as problematic in numerous instances (Horner & Weber, 2008; Horner, 2015). In present-day language ideological debates, the strong presence of foreigners tends to be perceived as a threat to the established language regime and particularly to the position of the Luxembourgish language. The role of Luxembourgish as “language of integration” has been increasingly emphasised, although it is the one resource new arrivals are least likely to have in their communicative repertoires (de Bres, 2014). The often conflicting nationalist and multilingual language ideologies give rise to ambivalent messages as to what languages and what identities should be offered to newcomers, among them to the refugees who have sought international protection in Luxembourg. This contribution offers detailed insights into the linguistic integration trajectory of an Iraqi asylum seeker who arrived to Luxembourg in the summer of 2015. Our aim is to explore how his language resources are being compiled, enhanced and discarded in the course of the integration process, i.e. the reorganisation of his communicative repertoire. As integration seldom starts from scratch, first we report on language resources the research participant accumulated prior to his arrival to Luxembourg. These are being discussed in the context of his educational and professional experiences and future life-projects. Secondly, we examine his language learning trajectory bearing in mind the competing linguistic ideologies and practices refugees are required to adjust in their daily efforts to integrate in Luxembourg. Thirdly, we offer examples of the language practices he engaged in. These demonstrate how he responded to multilingual social settings in both language use and attitudes towards the languages and identities offered. Furthermore, they provide clues about what language resources have become part of his complex repertoire. Blommaert and Backus (2013) described language learning as a “process of growth” drawing attention to the fact that repertoires do not develop in linear fashion, but “explosively in some phases of life and gradually in some others”. Our data suggest that the process of repertoire-building is highly dynamic during this transition period. The research participant’s deliberate use of newly-acquired language resources, without regard to how well he knows the languages involved, indicates new forms of linguistic identification. These include fluid multilingual practices, which are considered to be expressions of his new emerging identity. This contribution presents data from an ongoing linguistic ethnographic research (obtained through interviews, classroom observations and shadowing) and will include a discussion about the challenges brought by working with vulnerable research participants and the need to research multilingually. [less ▲]

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See detailTowards a repertoire-building approach: multilingualism in language classes for refugees in Luxembourg
Kalocsanyiova, Erika UL

in Language and Intercultural Communication (2017), 17(4),

This contribution examines how the diverse language resources that teachers and learners bring to the classroom can support the process of language learning. It draws on a range of linguistic ethnographic ... [more ▼]

This contribution examines how the diverse language resources that teachers and learners bring to the classroom can support the process of language learning. It draws on a range of linguistic ethnographic data collected at a French language course that was attended mostly by Syrian and Iraqi refugees in Luxembourg. Drawing on the analysis of multilingual interactional practices, the article sheds light on some of the opportunities for learning that emerged as a result of translation, translanguaging and receptive multilingualism. It discusses the relevance of these practices for building a repertoire of resources that enables forced migrants to communicate in multilingual contexts such as Luxembourg. [less ▲]

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See detailMultilingualism in Language Classes for Refugees in Luxembourg: Second Language Teaching or Repertoire Building?
Kalocsanyiova, Erika UL

Scientific Conference (2016, October 22)

Official trilingualism is often drawn upon to portray Luxembourg as a heterogeneous society with high levels of linguistic capital, where multilingualism is declared to be an asset both at individual and ... [more ▼]

Official trilingualism is often drawn upon to portray Luxembourg as a heterogeneous society with high levels of linguistic capital, where multilingualism is declared to be an asset both at individual and societal level. With the increased number and shifted geographic origin of migrants from refugee backgrounds new questions surface concerning the linguistic integration of these new arrivals, who are often incorrectly associated with zerolingualism and whose language capital is seldom perceived as a valuable asset. It has been argued that in contexts of forced migration one cannot talk of second or foreign language learning: migrants are not acquiring the language(s) of the mainstream society for the mere reason of approximating native speakers’ performances; these languages form part of their everyday lived experiences, hence they have to appropriate features that best suit their needs. Accordingly, their full linguistic repertoires constitute single integrated continua that include all the language resources they have learned and accumulated. In line with this and contesting the idea of zerolingualism, we maintain that through a wide variety of trajectories ranging from comprehensive learning to informal encounters with languages, migrants from refugee backgrounds have developed partial, truncated competences in several languages that have resulted in complex linguistic repertoires. Our contribution aims at investigating whether the recognition of multilingualism in Luxembourg entails the acknowledgment of the refugees’ full linguistic repertoires, or on the contrary, it remains limited to the appreciation of official trilingualism and proficiency in standard English. In our analysis we are going to rely on data collected in the context of a French language course for beginners, which is offered to newly arrived migrants by volunteer teachers. Besides commenting on the presence (or absence) of multilingual approaches, we seek to explore whether migrant language features are acknowledged as useful resources and how, if at all, the class draws on the fluid use of all the languages present for both learning and functional purposes. On this note, we aim to determine what is more prominent in this context: the monoglossic perspective where languages are conceived in a linear and compartmentalised way or a repertoire-building approach based on awareness and positive attitudes towards teachers’ and learners’ multilingual repertoires. [less ▲]

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See detailDynamic encounters between asylum applicants and the multilingual society of Luxembourg - linguistic repertoires built with truncated competences?
Kalocsanyiova, Erika UL

Scientific Conference (2016, October 05)

Our contribution aims at investigating the communication challenges brought by a rather abrupt and recent change in Luxembourg’s refugee intake patterns, reflected in the increased number and shifted ... [more ▼]

Our contribution aims at investigating the communication challenges brought by a rather abrupt and recent change in Luxembourg’s refugee intake patterns, reflected in the increased number and shifted geographic origin of international protection applicants. We have adopted a border studies approach to explore the new linguistic and social reality, which emerges through continuous interactions between the diverse, mobile and multilingual society of Luxembourg, on one hand, and on the other hand, the linguistic and cultural repertoires that recently arrived asylum seekers – mostly Syrians, Iraqis and Afghanis – bring to this context. We argue that theoretical and applied knowledge generated by previous research on multilingualism in cross-border regions is transferable to this new field of inquiry. [less ▲]

Detailed reference viewed: 26 (4 UL)
See detailLinguistic Integration of Asylum Applicants: Policies and Practice in Luxembourg
Kalocsanyiova, Erika UL

Presentation (2016, June 21)

This contribution aims at investigating the language policies that are in place in Luxembourg to support the linguistic integration of adult migrants from refugee backgrounds. A rather abrupt and recent ... [more ▼]

This contribution aims at investigating the language policies that are in place in Luxembourg to support the linguistic integration of adult migrants from refugee backgrounds. A rather abrupt and recent change in the country’s refugee intake patterns -reflected in the increased number and shifted geographic origin of international protection applicants- is presenting new challenges for the process of integration and the actors involved. Language is a crucial aspect for inclusion and participation in working and social life, especially in highly diverse, mobile and multilingual contexts such as Luxembourg. It has been demonstrated that in multilingual environments people are more likely to establish effective ways of communication without sharing a common language code, principally through the productive-creative combination of all available language and other communication resources. Against this background, the present contribution examines the presence (or absence) of multilingual approaches in local policies for linguistic integration and language learning. In this connection, I am going to explore whether the inclusion of multilingualism entails the acknowledgment of the asylum applicants’ full linguistic repertoires, or whether it remains limited to the appreciation of those languages that are generally recognized in our context such as French, English, German or Luxembourgish. Similarly, the purposes and forms of available linguistic training are going to be discussed, with particular focus on the organization of formal language education, language training for low educated and illiterate asylum applicants, policy measures for the support of informal/non-formal language learning activities, and potential integration of language learning with professional development and social participation. Main policies at national and organizational level are going to be reviewed and commented on using interview data from key actors involved in the process. The aim is to offer different perspectives on the linguistic integration of adult migrants from refugee backgrounds in Luxembourg. [less ▲]

Detailed reference viewed: 36 (11 UL)