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See detailComparing Academic Languages: German, English, French
Huemer, Birgit UL; Deroey, Katrien UL; Lejot, Eve UL

Presentation (2019, October 30)

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See detailBracketing in student writing: its uses (and abuses)
Deroey, Katrien UL

Scientific Conference (2019, July 23)

This paper reports on the use of bracketed text in a large corpus of student writing. The function of bracketing has been neglected in academic writing research and coursebooks. Yet it is closely related ... [more ▼]

This paper reports on the use of bracketed text in a large corpus of student writing. The function of bracketing has been neglected in academic writing research and coursebooks. Yet it is closely related to important text construction issues such as information packaging, coherence, clarity, conciseness, intertextual framing and sourcing. With a view to informing academic writing description and instruction, we examined the relationship between bracketed text and its cotext in a wide variety of disciplines and assignment genres. The relationships are described using an adaptation of Halliday and Matthiessen’s (2014) logico-semantic framework of clausal relationships. To better understand and teach the use of this information packaging feature, we studied the relationship between bracketed text and its cotext in the British Academic Written English (BAWE) corpus of high-graded student assignments. Using Sketch Engine and corpus query language, we extracted a random sample of 2000 instances of bracketing in running text only. This subcorpus is composed of 500 instances from each of the four main disciplinary groupings (Arts and Humanities, Life Sciences, Physical Sciences, Social Sciences) and contains instances from most of the BAWE assignment genres. The concordances were imported into a database table in FileMaker Pro. This database programme facilitates coding by limiting choices depending on previous selections and thus guiding the coder through the analytical steps. For the analysis of the data, it offers flexibility for grouping records and aggregating results on different levels. The logico-semantic framework used in systemic functional linguistics to classify the relationships between clauses (Halliday & Matthiessen, 2014) served as our starting point to classify the relationships between bracketed text and cotext. This framework distinguishes two fundamental logico-semantic relationships: expansion, which ‘relates phenomena as being of the same order of experience’, and projection, which ‘relates phenomena of one order of experience (the processes of saying and thinking) to phenomena of a higher order (semiotic phenomena – what people say and think)’ (p. 443). The latter contains three subtypes: elaboration (‘one clause elaborates on the meaning of another by further specifying or describing it’) (p. 461), enhancement (‘one clause (or subcomplex) enhances the meaning of another by qualifying it) (p. 476) and extension (‘one clause extends the meaning of another by adding something new to it’) (p. 471). This framework was refined and expanded through several stages of interrating and discussion in order to reflect our findings. We first analysed a random sample of 1000 instances from the whole BAWE corpus. With the resulting adapted classificatory framework we next independently analysed a quarter of our subcorpus of 2000 concordances. This led to further refinement of the framework and classificatory criteria. Finally, we each analyzed a different set of concordances from the disciplinary groupings. Disciplinary informants were consulted where needed. Our analysis revealed four major logico-semantic relationships between the bracketed text and cotext: in addition to Halliday & Matthiessen’s (2014) projection (1) and expansion (elaboration (2), enhancement (3, 4), extension (5)), we identified bracketed text functioning as intratextual reference (6) and code (7). The few instances that could not be confidently classified were assigned to a ‘hard to classify’ category. (1) However the anticipated number of children per woman in Europe and the USA is still near or above two (Bongaarts, 1999), showing that many are still having children. (2) Many of these injures are healed fractures and breaks occurring around the torso (upper body). (3) It is dated to the reign of Nectanebo II (360-343 BC). (4) Acetanilide (4.78g, 35.4 mmol) was dissolved in cold, glacial acetic acid (25ml, 437.1 mmol) (5) Parmenides decision to include a cosmology that he has already (apparently) proved to be flawed is an interesting one to say the least. (6) This is called circular polarization (figure 5) and is the natural state of white light. (7) Stronger field ligands such as (PPh 3) and (NCS) increase the splitting. Projection was –perhaps not surprisingly- the most common relationship by far, although markedly less frequent in the Physical Sciences. Expansion was mainly achieved through elaboration, with restatements (2) and abbreviations predominating. Enhancement relationships were mostly temporal locations (3) or measurements (4). Extension was relatively rare (5). Intratextual references (6) took various forms, such as figures, appendices, equations, and line numbers for quoted text. Bracketed code was a marked feature of the Physical Sciences, occurring in formulae and enclosing symbols or abbreviations (7). Overall, students’ use of bracketed text appeared to reflect disciplinary conventions and reflected the genre goals of assignments by demonstrating knowledge, understanding and appropriate source use. Contrary to expectations, instances where the bracketed text seemed superfluous or adversely affected coherence were rare. We conclude by discussing what these findings mean for academic writing instruction. Reference Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday's introduction to functional grammar (4 ed.). Abingdon: Routledge. [less ▲]

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See detailTeaching and learning in an internationalized context: challenges and strategies
Deroey, Katrien UL

Presentation (2019, April 26)

The internationalization of higher education has led to a variety of contexts in which native and non-native speakers of English teach students with different cultural, educational and linguistic ... [more ▼]

The internationalization of higher education has led to a variety of contexts in which native and non-native speakers of English teach students with different cultural, educational and linguistic backgrounds through the medium of English. In this talk, I will survey the key issues associated with ‘English Medium Instruction’ for lecturers and students. In addition, we will look at linguistic and pedagogical strategies that can facilitate teaching and learning in these contexts. [less ▲]

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See detailHow can we support lecturers in English-medium instruction?
Deroey, Katrien UL

Scientific Conference (2019, April 13)

English-medium instruction (EMI) is a worldwide phenomenon. EMI language and communication issues (e.g. Hu et al., 2014; Murray, 2015; Werther et al., 2014) have led to calls for EAP practitioners to ... [more ▼]

English-medium instruction (EMI) is a worldwide phenomenon. EMI language and communication issues (e.g. Hu et al., 2014; Murray, 2015; Werther et al., 2014) have led to calls for EAP practitioners to collaborate with lecturers and other HE stakeholders to explore ways in which these lecturers can be supported and teaching standards ensured (Coleman, 2006; Doiz et al., 2013; Dubow & Gundermann, 2017). The design and implementation of EMI training and support programmes can be an especially challenging task for EAP practitioners. First, lecturers may not recognize the need for support and may be reluctant to be assessed. Second, we need to factor in practical considerations such as their limited availability and possible reluctance to attend ‘classes’ with colleagues. Third, we have limited resources in terms of specialized standardized tests, training materials and research literature that could inform our 'course' design. Innovative approaches are therefore needed to factor in all these circumstances. This paper has two main parts. First I summarize research on the challenges EMI lecturers face, including the results of a needs analysis among lecturers at the University of Luxembourg and my work on lecture discourse organization (Deroey, 2015). From the relatively few studies that exist, we will see that lecturers tend to believe they have sufficient English language skills and that reduced interactivity is a particularly common issue. Second, I survey different support and training schemes at HE institutions across the world. Here, it will become clear that work on relevant pedagogical skills needs to be included and an apparently ‘remedial’ approach should be avoided if we want to get lecturers on board. [less ▲]

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See detailAnyway, the point is’: a corpus study of lexicogrammatical importance markers in lectures
Deroey, Katrien UL

Presentation (2019, March 18)

In this talk, I show how lecturers verbally mark comparatively (un)important points in a large corpus of lectures (British Academic Spoken English corpus). This kind of discourse organization is thought ... [more ▼]

In this talk, I show how lecturers verbally mark comparatively (un)important points in a large corpus of lectures (British Academic Spoken English corpus). This kind of discourse organization is thought to be beneficial to students’ note-taking, comprehension and recall. We’ll see that lecturers use a wide variety of lexicogrammatical importance markers. Examples include ‘the point is’, ‘remember’, ‘I want to stress’, ‘anyway’, ‘I don’t know’ and ‘etcetera’. Some of the key findings I’ll be highlighting are that (1) students often need an understanding of the lecture genre and the cotext of the markers to be able to identify these discourse markers; that (2) studying only transcripts of spoken discourse without considering prosodic and multimodal features affects the validity of results; and that (3) to create English for Academic Purposes teaching materials we need to examine authentic lecture texts rather than rely on our intuitions. [less ▲]

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See detailThe discourse structure of literature review paragraphs: a multilingual study
Deroey, Katrien UL; Huemer, Birgit UL; Lejot, Eve UL

in Schreibwissenschaft (2019)

This paper examines literature reviews in 12 master’s dissertations written in German, English and French. Specifically, we analysed the discourse structure of 155 paragraphs to assess the extent to which ... [more ▼]

This paper examines literature reviews in 12 master’s dissertations written in German, English and French. Specifically, we analysed the discourse structure of 155 paragraphs to assess the extent to which students manage to write a coherent review combining literature reports with their own ‘voice’. The study was motivated by the design of a multilingual academic writing course at the University of Luxembourg Language Centre. The analysis distinguished three main discourse elements, nl. report, discussion and text orientation. The data reveal considerable variation in the frequency with which these combine to form different paragraph types. However, in all three languages, report discourse uses the same quotation and reformulation strategies and tends to employ ‘list’ structures with few cohesive links. Discussion elements are generally not elaborated and the writer’s voice is weak. Text organization uses the same linguistic strategies and is mainly used to orientate readers rather than to summarize or signal transitions. Pedagogical implications for multilingual academic writing courses are discussed. [less ▲]

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See detailPanel discussion: academic writing across languages: multilingual and contrastive approaches in higher education
Deroey, Katrien UL

in Huemer, Birgit; Lejot, Eve; Deroey, Katrien (Eds.) Academic writing across languages: multilingual and contrastive approaches in higher education (2019)

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

Book published by Böhlau (2019)

This book explores 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 ▼]

This book explores 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 detailDesigning personalized, interactive materials for presentation skills
Deroey, Katrien UL

Scientific Conference (2018, June 09)

In this talk I demonstrate how we can design and adapt materials for presentation skills to build on students’ individual needs and disciplinary backgrounds in an interactive way. The context for this is ... [more ▼]

In this talk I demonstrate how we can design and adapt materials for presentation skills to build on students’ individual needs and disciplinary backgrounds in an interactive way. The context for this is a conference skills course I’ve designed and successfully taught for several years. The PhD students on this course vary greatly in their presentation skills, experience and disciplinary background. After an overview of the course content and format, I illustrate how students’ own presentations and research can be integrated so as to enhance personal relevance and interactivity. Aspects of this personalized, interactive course design include filming student presentations, structured peer feedback and reflection, a pre-course questionnaire, and tasks requiring them to work with their conference calls, research, texts, visuals and experiences. I conclude with a summary of course feedback, highlighting what students reported as being particularly useful and what they would add or change. [less ▲]

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See detailThe representativeness of lecture listening coursebooks: language, lectures, research-informedness
Deroey, Katrien UL

in Journal of English for Academic Purposes (2018), 34

This paper examines 25 lecture listening coursebooks for their representativeness of ‘real’ lectures with a view to helping EAP practitioners make informed decisions about materials selection and ... [more ▼]

This paper examines 25 lecture listening coursebooks for their representativeness of ‘real’ lectures with a view to helping EAP practitioners make informed decisions about materials selection and development. The aspects of representativeness examined are language, lecture authenticity and research-informedness. The representativeness of language was assessed by comparing signposts of important points with those retrieved from a corpus of 160 authentic lectures. Lecture authenticity in terms of source, delivery and length was established by examining the audiovisual materials, transcripts and information provided by authors. Whether materials were research-informed was determined by noting references to lecture and listening research. Results suggest that current lecture listening materials tend not to reflect the language and lectures students are likely to encounter on their degree programmes. Moreover, materials are typically not (systematically) informed by listening and lecture discourse research. These findings highlight the need for EAP practitioners to approach published materials critically and supplement or modify them in ways that would better serve students. The paper concludes with recommendations on how this could be done. [less ▲]

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See detailConfronting corpora with coursebooks: the case of lecture listening
Deroey, Katrien UL

Scientific Conference (2017, November 23)

This paper confronts language use in the British Academic Spoken English (BASE) corpus with the representation of lectures in 25 listening coursebooks (Deroey, submitted; Deroey, 2017). Following key ... [more ▼]

This paper confronts language use in the British Academic Spoken English (BASE) corpus with the representation of lectures in 25 listening coursebooks (Deroey, submitted; Deroey, 2017). Following key tenets such as authenticity, specificity and needs analysis, English for Academic Purposes (EAP) materials development should be guided by an understanding of target genres and their communicative demands. Yet, lecture listening coursebooks have often been criticised for their lack of realistic lecture models (e.g. Alexander, Argent, & Spencer, 2008; Field, 2011; Thompson, 2003). The aspects of representativeness examined in these coursebooks are language, lecture authenticity and research-informedness. To assess the representativeness of language, signposts of important points are compared with those retrieved from the BASE corpus of 160 authentic lectures (Deroey, submitted; Deroey and Taverniers, 2012). The coursebook lectures are also analysed in terms of their source, delivery and length. The materials are further reviewed for their use of findings from research into listening comprehension and lecture discourse. Results suggest that current lecture listening materials often do not reflect the language and lectures students are likely to encounter on their degree programmes. Moreover, materials are typically not (systematically) informed by listening and lecture discourse research. These findings highlight the need for EAP practitioners to approach published materials critically and supplement or modify them in ways that would better serve students. References Alexander, O., Argent, S., & Spencer, J. (2008). EAP Essentials: a teacher’s guide to principles and practice. Reading: Garnet. Deroey, K. L. B. (submitted). The representativeness of lecture listening coursebooks: language, lectures, research-informedness. Deroey, K. L. B. (2017). How representative are EAP listening books of real lectures? . In J. Kemp (Ed.), Proceedings of the 2015 BALEAP Conference. EAP in a rapidly changing landscape: Issues, challenges and solutions. Reading: Garnet. Deroey, K. L. B., & Taverniers, M. (2012). Just remember this: Lexicogrammatical relevance markers in lectures. English for Specific Purposes, 31(4), 221-233.  Field, J. (2011). Into the mind of the academic listener. Journal of English for Academic Purposes, 10(2), 102-112.  Thompson, S. E. (2003). Text-structuring metadiscourse, intonation and the signalling of organisation in academic lectures. Journal of English for Academic Purposes, 2(1), 5-20.  [less ▲]

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See detailMarkers of lesser importance in lecture discourse
Deroey, Katrien UL

Scientific Conference (2017, November 22)

This paper surveys how less important lecture discourse is marked lexicogrammatically in the British Academic Spoken English (BASE) corpus (Deroey and Taverniers, 2012; Deroey, 2014). Such interpersonal ... [more ▼]

This paper surveys how less important lecture discourse is marked lexicogrammatically in the British Academic Spoken English (BASE) corpus (Deroey and Taverniers, 2012; Deroey, 2014). Such interpersonal, metadiscursive devices combine discourse organization with evaluation along a ‘parameter of importance or relevance’ (Thompson and Hunston, 2000: 24). They can help students discern the relative importance of points and so may aid lecture comprehension, note-taking and retention. The markers were first retrieved manually from 40 lectures and then using Sketch Engine from all 160 lectures. They fell into five categories: (i) message status markers (e.g. not pertinent, joke, anyway); (ii) topic treatment markers (e.g. briefly, not look at, for a moment); (iii) lecturer knowledge markers (e.g. not know, not remember); (iv) assessment markers (e.g. not examine, not learn); and (v) attention- and note-taking markers (e.g. ignore, not copy down). This study illustrates the challenge of identifying and quantifying pragmatic features in academic discourse. Few markers explicitly evaluated discourse as being unimportant (e.g. not pertinent) and few had an inherent meaning of lesser importance (e.g. incidentally). Instead, they depended rather heavily on pragmatic interpretation to achieve their effect and could generally be viewed as ‘muted signals’ (Swales and Burke, 2003: 17), expressing importance implicitly or cumulatively (cf. Hunston, 2011). Hence, Hunston’s observation that ‘much evaluative meaning is not obviously identifiable, as it appears to depend on immediate context and on reader assumptions about value’ (2004: 157) is particularly pertinent here. References Deroey, K. L. B. (2014). ‘Anyway, the point I'm making is’: Lexicogrammatical relevance marking in lectures. In L. Vandelanotte, D. Kristin, G. Caroline, & K. Ditte (Eds.), Recent Advances in Corpus Linguistics: Developing and Exploiting Corpora (pp. 265-291). Amsterdam/New York: Rodopi. Deroey, K. L. B., & Taverniers, M. (2012). ‘Ignore that' cause it's totally irrelevant’: Marking lesser relevance in lectures. Journal of Pragmatics, 44(14), 2085-2099. Hunston, S. (2004). Counting the uncountable: Problems of identifying evaluation in a text and in a corpus. In A. Partington, J. Morley, & L. Haarman (Eds.), Corpora and discourse (pp. 157-188). Bern: Peter Lang. Hunston, S. (2011). Corpus approaches to evaluation: phraseology and evaluative language (Vol. 13). New York: Routledge. Swales, J. M., & Burke, A. (2003). " Its really fascinating work": Differences in Evaluative Adjectives across Academic Registers. Language and Computers, 46(1), 1-18.  Thompson, G., & Hunston, S. (2000). Evaluation: An introduction. In Hunston, S., & Thompson, G. (Eds.), Evaluation in text: Authorial stance and the construction of discourse (pp. 1-27). Oxford: OUP. [less ▲]

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See detailLuxembourgish English pronunciation: first forays
Deroey, Katrien UL

Scientific Conference (2017, June 10)

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See detailHow representative are EAP listening books of real lectures?
Deroey, Katrien UL

in Kemp, Jenny (Ed.) Proceedings of the 2015 BALEAP Conference. EAP in a rapidly changing landscape: Issues, challenges and solutions (2017)

Lecture listening and note-taking classes are a common component of EAP programmes and the list of listening course books is accordingly long. In deciding which of these to use, a key consideration is ... [more ▼]

Lecture listening and note-taking classes are a common component of EAP programmes and the list of listening course books is accordingly long. In deciding which of these to use, a key consideration is arguably whether it prepares students for lectures. In this regard, the availability of spoken academic corpora (e.g. BASE, MICASE, ELFA) and the research arising from these provides insights into lecture discourse that could be usefully integrated in such materials. However, as I will here show, the integration of corpus findings in EAP course books is surprisingly limited, raising the question of whether training based on such materials forms an adequate preparation for the demands of real lectures. I illustrate the gap between authentic lecture discourse and various current listening books by comparing the treatment of importance markers (e.g. the important point is; remember; I want to emphasize this) with their realisation in a lecture corpus. (Deroey and Taverniers 2012; Deroey 2013). Since these discourse organisational signals alert students to key points, being able to identify these markers may facilitate lecture comprehension and note-taking. Importance markers were retrieved from all 160 lectures of the British Academic Spoken English corpus using corpus-driven and corpus-based methods. The investigation revealed that while listening books typically highlight the importance of identifying the lecturer’s main points, students are either not or inadequately trained to recognise importance markers. Where examples of such markers are included, they are few and prototypical (e.g. the important point is). However, in the lecture corpus prototypical markers are relatively uncommon; instead less explicit, multifunctional markers such as ‘the thing is’ and ‘remember’ predominate. The findings suggest that much remains to be done to make lecture listening books more representative of real lectures. References Deroey, K. L. B. and Taverniers, M. 2012. “‘Just remember this’: Lexicogrammatical relevance markers in lectures”. English for Specific Purposes 31 (4): 221-233. Deroey, K. L. B. (2015). Marking importance in lectures: Interactive and textual orientation. Applied Linguistics, 36(1), 51-72. [less ▲]

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See detailMetadiscourse in lectures: the case of importance marking
Deroey, Katrien UL

Scientific Conference (2016, November 19)

This paper surveys how relative importance is marked lexicogrammatically in lectures (cf. Deroey and Taverniers, 2012; Deroey, 2014; Deroey, 2015). Markers of (lesser) importance (e.g. the point is ... [more ▼]

This paper surveys how relative importance is marked lexicogrammatically in lectures (cf. Deroey and Taverniers, 2012; Deroey, 2014; Deroey, 2015). Markers of (lesser) importance (e.g. the point is, remember, anyway, briefly) are metadiscursive devices combining discourse organization with evaluation along a ‘parameter of importance or relevance’ (Thompson and Hunston, 2000: 24). Such marking can benefit lecture comprehension, note-taking and retention. Using corpus-driven and corpus-based methods, 40 lectures from the British Academic Spoken English (BASE) corpus were first manually examined to identify candidate markers. Further instances of these and related markers were then retrieved from the whole corpus of 160 lectures using Corpus Query Language in Sketch Engine. A wide variety of markers were thus attested, the predominant ones of which are not the ones we would intuitively think of. Markers of important information were classified into lexicogrammatical patterns depending on the word class of their main lexeme. The multifunctional, semi-fixed expressions ‘the point is’ and ‘remember’ predominate over more stereotypical, explicit markers such as ‘the important point is’. Markers of lesser importance were classified according to how they achieved their effect. Most denote partial relevance (e.g. detail, in passing, briefly) rather than irrelevance (e.g. not pertinent, not matter, trash) and some markers appear pragmaticalized in certain contexts. As many markers required significant interpretation to achieve their importance marking effect, an understanding of the lecture genre as well as co-textual, visual, non-verbal and prosodic clues seem particularly important in identifying their precise status. This poses a challenge to quantification. Indeed, Hunston’s observation that ‘much evaluative meaning is not obviously identifiable, as it appears to depend on immediate context and on reader assumptions about value’ (2004: 157) is particularly pertinent here. Deroey, K. L. B., & Taverniers, M. (2012). ‘Ignore that'cause it's totally irrelevant’: marking lesser relevance in lectures. Journal of Pragmatics, 44(14), 2085-2099. Deroey, K. L. B. (2014). ‘Anyway, the point I'm making is’: Lexicogrammatical relevance marking in lectures. In L. Vandelanotte, D. Kristin, G. Caroline, & K. Ditte (Eds.), Recent advances in corpus linguistics: developing and exploiting corpora (pp. 265-291). Amsterdam: Rodopi. Deroey, K. L. B. (2015). Marking importance in lectures: interactive and textual orientation. Applied Linguistics, 36(1), 51-72. Thompson, G., & Hunston, S. (2000). Evaluation: An introduction. In Hunston, S., & Thompson, G. (Eds.), Evaluation in text: authorial stance and the construction of discourse (pp. 1-27). Oxford: OUP. [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 detailWhat can EAP tutors do for EMI lecturers?
Deroey, Katrien UL

Scientific Conference (2016, June 11)

This talk aims to engender discussion about how EAP tutors can support non-native speaker lecturers in an EMI context. I will first review research on EMI lecture discourse, including my study about ... [more ▼]

This talk aims to engender discussion about how EAP tutors can support non-native speaker lecturers in an EMI context. I will first review research on EMI lecture discourse, including my study about discourse organizational signals in native and non-native lecturer speech (cf. Deroey, 2015). Next I will present the results of an extensive needs analysis into lecturers’ perceived needs for EMI support at the multilingual University of Luxembourg. The needs analysis, which was performed by the University Language Centre, encompassed a university-wide online questionnaire (N=400) and semi-structured interviews with academic course directors (N=25). Results revealed that most EMI lecturers felt their English is at CEF level C2 and hence they were not usually looking to improve their English. Nevertheless, quite a few wanted to improve their pronunciation and grammar and were interested in training to help them teach in a language that is not their mother tongue. Similarly, the course directors were more concerned with lecturers improving their English for research writing rather than for lecturing. Finally, I will provide examples of how European universities have tried to support their staff in teaching through the medium of English. With this talk I hope to paint an informative picture of the needs EMI lecturers may have and open up a discussion about issues surrounding the provision of adequate and appropriate support. Deroey, K. L. B. (2015). Marking importance in lectures: interactive and textual orientation. Applied Linguistics, 36(1), 51-72. doi:10.1093/applin/amt029 [less ▲]

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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 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 detailHow representative are EAP listening books of real lectures?
Deroey, Katrien UL

Scientific Conference (2015, April 17)

Lecture listening and note-taking classes are a common component of EAP programmes and the list of listening course books is accordingly long. In deciding which of these to use, a key consideration is ... [more ▼]

Lecture listening and note-taking classes are a common component of EAP programmes and the list of listening course books is accordingly long. In deciding which of these to use, a key consideration is arguably whether it prepares students for lectures. In this regard, the availability of spoken academic corpora (e.g. BASE, MICASE, ELFA) and the research arising from these provides insights into lecture discourse that could be usefully integrated in such materials. However, as I will here show, the integration of corpus findings in EAP course books is surprisingly limited, raising the question of whether training based on such materials forms an adequate preparation for the demands of real lectures. I illustrate the gap between authentic lecture discourse and various current listening books by comparing the treatment of importance markers (e.g. the important point is; remember; I want to emphasize this) with their realisation in a lecture corpus. (Deroey and Taverniers 2012; Deroey 2013). Since these discourse organisational signals alert students to key points, being able to identify these markers may facilitate lecture comprehension and note-taking. Importance markers were retrieved from all 160 lectures of the British Academic Spoken English corpus using corpus-driven and corpus-based methods. The investigation revealed that while listening books typically highlight the importance of identifying the lecturer’s main points, students are either not or inadequately trained to recognise importance markers. Where examples of such markers are included, they are few and prototypical (e.g. the important point is). However, in the lecture corpus prototypical markers are relatively uncommon; instead less explicit, multifunctional markers such as ‘the thing is’ and ‘remember’ predominate. The findings suggest that much remains to be done to make lecture listening books more representative of real lectures. References Deroey, K. L. B. and Taverniers, M. 2012. “‘Just remember this’: Lexicogrammatical relevance markers in lectures”. English for Specific Purposes 31 (4): 221-233. Deroey, K. L. B. (2015). Marking importance in lectures: Interactive and textual orientation. Applied Linguistics, 36(1), 51-72. [less ▲]

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