References of "de Saint-Georges, Ingrid 50001528"
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See detailGeneralizing from Case Studies: A Commentary
de Saint-Georges, Ingrid UL

in Integrative Psychological & Behavioral Science (2018)

This commentary responds to the articles assembled for the thematic issue Self-identity on the move: methodological elaborations (IPBS, 51 (2), June 2017). The issue points in two directions. Firstly, the ... [more ▼]

This commentary responds to the articles assembled for the thematic issue Self-identity on the move: methodological elaborations (IPBS, 51 (2), June 2017). The issue points in two directions. Firstly, the articles investigate the way individual self-identity develops in changing social and cultural environments, specifically in the contexts of family, youth and migration. Secondly, the special issue is also interested in methodological elaboration, more specifically the question of how one can generalize from individual case studies, especially when looking at complex, multiscale, semiotic processes. This commentary particularly addresses the second point and uses the various cases in this issue (i) to better understand something of the larger intellectual debate around the question of 'generalizing from case studies', and (ii) to reflect on writing as a tool for indexing generalization. The commentary highlights five textual moves the authors use to make their findings relevant beyond the specifics of the local study. [less ▲]

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See detailDoing interdisciplinary research with an impact: the power of case studies
de Saint-Georges, Ingrid UL

Presentation (2017, December 05)

In this CALIDIE Colloquium, I will present ‘Nexus Analysis’ an interdisciplinary approach I have been using in different projects over the years. I will show how this approach is particularly useful for ... [more ▼]

In this CALIDIE Colloquium, I will present ‘Nexus Analysis’ an interdisciplinary approach I have been using in different projects over the years. I will show how this approach is particularly useful for doing research seeking to impact the situation one studies and often implies working in partnership with researchers and practitioners from different horizons. I will discuss two examples applying this framework. The first case study will concentrate on the study of reconversion of professionals to new lines of work. The second case study will investigate reflections towards making a multilingual Higher Education programme more inclusive. Both case study presentations will be an opportunity to reflect about the conditions under which case studies might be useful from a practical and a theoretical standpoint. In closing the presentation, I hope to engage the participants in a more interactive dialogue around issues linked with inter-disciplinarity and mixed-methods approaches, theorizing, and axiomatic stances regarding values in doing science [less ▲]

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See detailApplying nexus analysis in work contexts
de Saint-Georges, Ingrid UL

Presentation (2017, November 21)

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See detailValues and valuing at work
de Saint-Georges, Ingrid UL

Presentation (2017, November 20)

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See detailL'ethnographie du travail
de Saint-Georges, Ingrid UL

E-print/Working paper (2017)

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See detailLearning in the wild: explorations in non-telic education
de Saint-Georges, Ingrid UL

Presentation (2017, October 23)

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See detailPluriversalizing (Higher) Education: meanings, contexts and possibilities
de Saint-Georges, Ingrid UL

Scientific Conference (2017, October 20)

This presentation explores hybridity, multilingualism and mediation in (Higher) Education, especially when (university) classrooms become more visibly diverse and multilingual. It begins by identifying ... [more ▼]

This presentation explores hybridity, multilingualism and mediation in (Higher) Education, especially when (university) classrooms become more visibly diverse and multilingual. It begins by identifying first which professional dilemmas and opportunities the diversifying classroom crates for both teachers and students. How does increasing diversity affect for example language policy, assessment, expression, and curriculum development? The paper next suggests that taking an interdisciplinary outlook might shed interesting light on these questions. In particular, insights from socioliguistics, multilingual education, social semiotics and post-colonial studies might lead to renewed thinking about traditional concepts of miedations and re-mediations. Finally, drawing on both succesful and problematic cases, the discussion explores the meanings, challenges and opportunities that arise when adopting what researchers from the South have called a pluriversal perspective, and when one substitutes a multilingual ethos and ethics of care for the more traditional monolingual, eurocentric orientation most prevalent in Western Universities. [less ▲]

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See detailSynthèse finale
de Saint-Georges, Ingrid UL

Presentation (2017, September 07)

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See detailSuperdiversity and Language
Budach, Gabriele UL; de Saint-Georges, Ingrid UL

in Canagarajah, Suresh (Ed.) The Routledge Handbook of Migration and Language (2017)

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See detailPlurilinguisme et multimodalité : les dilemmes de l’enseignant débutant en contexte linguistiquement hétérogène
de Saint-Georges, Ingrid UL; Garofalo, Véronique; Weyer, Dany UL

in Forumlecture suisse. Littératie dans la recherche et la pratique (2017), 2017(1), 1-22

Les classes en Europe se diversifient. Cette diversification transforme l’exercice du métier enseignant tout en lui offrant de nouvelles opportunités de développement. Cet article explore l’hypothèse ... [more ▼]

Les classes en Europe se diversifient. Cette diversification transforme l’exercice du métier enseignant tout en lui offrant de nouvelles opportunités de développement. Cet article explore l’hypothèse qu’en utilisant des outils issus de paradigmes au départ distincts – les approches multimodales du discours issues de la sémiotique sociale et les travaux sur le plurilinguisme dans le champ de la linguistique appliquée – on peut faire émerger une vision plus compréhensive des dilemmes et des questions que la diversité pose, en particulier pour l’enseignant débutant. En partant de l’analyse d’une première leçon de français dans une classe très internationale et un contexte d’enseignement trilingue, l’article s’attache à dresser une première cartographie de ces dilemmes. Cinq défis en particulier sont relevés (relatifs à la différenciation, la reconnaissance du travail sémiotique, l’évaluation, la reconnaissance des répertoires des élèves, et aux compétences linguistiques des enseignants). La cartographie est posée comme un préalable nécessaire à une réflexion plus large sur les moyens d’action à mettre en oeuvre pour soutenir l’action enseignante en contexte linguistiquement hétérogène. [less ▲]

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See detailPremiers pas dans le métier d'enseignant: quand la langue s'en mêle
de Saint-Georges, Ingrid UL

E-print/Working paper (2017)

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See detailResearching Media, Multilingualism and Education
de Saint-Georges, Ingrid UL

in King, Kendall; Lai, Yi-Ju (Eds.) Encyclopedia of Language and Education (3rd Edition) - Research Methods Volume) (2017)

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See detailBreaking through borders: routes, resources, modes and infrastructures of (im)mobility in Higher Education
de Saint-Georges, Ingrid UL

Scientific Conference (2016, October 05)

Mobility is a central force shaping Higher Education today. Figures about international outlook of universities are particularly eloquent in depicting how diverse universities have become. These figures ... [more ▼]

Mobility is a central force shaping Higher Education today. Figures about international outlook of universities are particularly eloquent in depicting how diverse universities have become. These figures show how many students are on the move as well as their motivation and aspirations. They allow identifying where the sojourners are from or move to. While this “big data” is essential to map the flow of students who cross national borders every year to get an education, there is information that is more difficult to address from this quantitative perspective. Namely, it is difficult to account for the experience of individuals who aspire to move to study, but in the end, cannot and therefore remain immobile (Carling 2002, Juffermans & Tavares 2016). Such a situation, however, is not infrequent, and affect particularly students of the Global South, especially with the recent changes of focus in internationalization policies (Knight & de Wit 1995) which makes it harder for them to access Universities in Europe. In this paper, following Lindquist et al. (2012), we take the view that to understand these processes of (im)mobility, it is perhaps useful to get away from the typical studies of regulations of borders and identities in migration study, and to focus instead on the routes, the modes of transportation, the infrastructures and the brokers which make mobility (im)possible. In order to do that, we adopt a multisited and relational ethnographic approach (Marcus 1998, Desmond, 2014), examining the admission process to a Master programme in Luxembourg, and the trajectory of applicants from Guinea Bissau to this programme. In following the trajectory of four applicants, we examine the practices, discourses, infrastructures and people that help move these students towards Luxembourg or on the contrary, erect borders that become impossible to cross for them. In our analysis, we draw from discourse analysis, human geography, social semiotics and intervention studies, to analyse the chains of material-physical practices as well as the semiotic realities facilitating or hindering movement. Understanding better these chains and connections, we argue, allows to see if there are nodes/points on the road that are more crucial, that is, points where talk, texts, or objects have the power to close down or opening up the routes (R. Scollon, 2012). On an empirical level, we examine longitudinally the trajectory of three students as a means to open up what Lindquist et al. (2012) call the “black box” of migration. On a theoretical level, we seek to contribute to the development of nexus analysis—an interdisciplinary framework that takes actions, mediations, processes and relation as central units for analysts interested in understanding the roots of social change (Scollon & Scollon, 2004). On a methodological level, we propose concrete steps for a study of routes and mobility revealing the permeability/ impermeability and relational nature of borders in higher education. [less ▲]

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See detailLinguistic Landscape/s: quels ancrages disciplinaires dans les univers de recherche anglophone et francophone?
Mourhlon-Dallies, Florence; de Saint-Georges, Ingrid UL

Scientific Conference (2016, January 18)

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See detailLe défi de l'enseignement trilingue dans nos écoles fondamentales
de Saint-Georges, Ingrid UL

Article for general public (2016)

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See detailLangage, travail, formation : nouveaux espaces de pratiques et de réflexions
de Saint-Georges, Ingrid UL

Presentation (2015, November 30)

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