Browse ORBilu by Open Access
- What it is and what it isn't
- Green Road / Gold Road?
- Ready to Publish. Now What?
- How can I support the OA movement?
- Where can I learn more?
ORBilu is a project developed by
Showing results 1 to 20 of 154
   Wege zu einer Nachbarsprachen-/Grenz(raum)didaktikEhrhart, Sabine  ; ; et alin Romanistik und Angewandte Sprachwissenschaft (in press), 5 Detailed reference viewed: 78 (5 UL)L’approche de la langue l’autre entre découverte culturelle et émergence d’un nouvel espace interculturel ?Ehrhart, Sabine Presentation (2018, November 07) Detailed reference viewed: 56 (3 UL)Compte-rendu de l’ouvrage de Vivian Pereira-Koschorreck : Kontaktanzeigen kontrastiv – Französische und deutsche Kontaktanzeigen im diachronen und sychronen VergleichEhrhart, Sabine in Frankreich-Forum (2018) Detailed reference viewed: 78 (1 UL) Compte-rendu de l’ouvrage de P. Bernhard : Französisch ausserhalb FrankreichsEhrhart, Sabine in Vox Romanica (2018), 77 Detailed reference viewed: 33 (1 UL)A multiplurilingual space for language education. How can teacher education respond to the linguistic and cultural diversity in a given place?Ehrhart, Sabine ; Bes Izuel, Maria Asuncion in Voces y Silencios: Revista Latinoamericana de Educacion (2018) Luxembourg is one of the countries with the highest degree of linguistic variety in Europe. The situation of the classroom is challenging as at least three school languages meet children with a ... [more ▼] Luxembourg is one of the countries with the highest degree of linguistic variety in Europe. The situation of the classroom is challenging as at least three school languages meet children with a multilingual background in their families, very frequently of a different type of repertoire (with more than 50% of the school population having a migrational background). The school system tries to find solutions through the creation of adapted teaching models for newly arrived students and pupils, according to their profile. The research project that we present is based on two pillars: an institutional co-construction between teachers and researchers, with an orientation of mutual empowerment, and an international cooperation between two researchers forming a tandem with more than two wheels because of their experience in teacher education and educational research in various multilingual spaces, not only in Luxembourg, but also in Spain, France, Germany, Russia, the South Pacific, Madagascar and Siberia. [less ▲] Detailed reference viewed: 102 (5 UL)Mehrsprachigkeit in GrenzregionenEhrhart, Sabine in In Europa zuhause! Grenzüberschreitende Bildungskooperationen in der Euregio Maas-Rhein (2018) Detailed reference viewed: 39 (4 UL)Compte-rendu de l'ouvrage de Bernhard Pöll : Französisch ausserhalb FrankreichsEhrhart, Sabine in Vox Romanica (2018) Detailed reference viewed: 72 (0 UL)Compte-rendu du livre de Carolin Patzelt : Sprachdynamiken in modernen MigrationsgesellschaftenEhrhart, Sabine in Vox Romanica (2018) Detailed reference viewed: 100 (3 UL)Compte-rendu de l’ouvrage de C. Patzelt: Sprachdynamiken in modernen MigrationsgesellschaftenEhrhart, Sabine in Vox Romanica (2018), 77 Detailed reference viewed: 30 (0 UL)La frontière, un défi pour l'enseignement des cours de langues (étrangères)?Ehrhart, Sabine Scientific Conference (2017, November 23) Detailed reference viewed: 59 (6 UL)Teaching languages in contact: the case of Luxembourg and CataloniaEhrhart, Sabine Scientific Conference (2017, November 09) Detailed reference viewed: 68 (3 UL)La famille, lieu d'apprentissage de la diversité et de la mobilitéEhrhart, Sabine Scientific Conference (2017, October 11) Detailed reference viewed: 22 (2 UL)Dialogue Nord-Sud, plurilinguisme et perspective écologique : pour le développement de la recherche et de la formation d'enseignants en sciences humainesEhrhart, Sabine ; Scientific Conference (2017, September) Detailed reference viewed: 24 (1 UL)Polynésie et MélanésieEhrhart, Sabine in Reutner, Ursula (Ed.) Manuel des francophonies (2017) Dans le présent article nous tenterons de dresser le portrait des situations d’utilisation du français dans l’océan Pacifique, dans une approche écologique, dynamique et holistique. Nous présenterons ... [more ▼] Dans le présent article nous tenterons de dresser le portrait des situations d’utilisation du français dans l’océan Pacifique, dans une approche écologique, dynamique et holistique. Nous présenterons brièvement l’évolution historique et politique de chaque aire francophone, de son degré de francophonie et des liens qui existent entre le français et les autres langues parlées à chaque endroit, selon les domaines et fonctions d’utilisation. Certaines parties de cette vaste région se caractérisent par le tissage d’un réseau actif de relations interinsulaires. La Polynésie en est l’illustration type, alors qu’en revanche les espaces insulaires de la Mélanésie ont davantage tendance à être repliés sur eux-mêmes. [less ▲] Detailed reference viewed: 57 (3 UL)Wéi funktionéiert Méisproochegkeet?Ehrhart, Sabine Conference given outside the academic context (2017) Detailed reference viewed: 29 (6 UL)Ausgrenzung duerch Sprooch? Exclusion par la langue?Kmec, Sonja ; Ehrhart, Sabine ; Fehlen, Fernand et alSpeeches/Talks (2017) Detailed reference viewed: 104 (6 UL)Language ecology as a centripetal force for the multilingual workplaceEhrhart, Sabine in Bulletin Suisse de Linguistique Appliquée (2017) In this contribution, I will present examples of common practice to overcome barriers, bridge boundaries and deconstruct borders at the workplace; these are centripetal or democratizing forces as they try ... [more ▼] In this contribution, I will present examples of common practice to overcome barriers, bridge boundaries and deconstruct borders at the workplace; these are centripetal or democratizing forces as they try to reduce the distance between people of different origins by creating inclusive spaces. My contribution to a comparative perspective comes from the field of ecolinguistics, a rather new discipline which tries to combine various interdisciplinary approaches in the field of communication, especially in complex environments, with a high diversity of linguistic systems [less ▲] Detailed reference viewed: 58 (4 UL)Luxembourg: A multiplurilingual space for language education. How can teacher education respond to the linguistic and cultural diversity of a given place?Ehrhart, Sabine ; Bes Izuel, Maria Asuncion Scientific Conference (2017) The aim of the present communication is to share the main findings of a collaborative research project developed in 2013-2014 between a high school and the University in Luxembourg. Collective ... [more ▼] The aim of the present communication is to share the main findings of a collaborative research project developed in 2013-2014 between a high school and the University in Luxembourg. Collective multilingualism and individual plurilingualism, defined as multiplurilingualism by Ehrhart (2010: 221), form the linguistic environment of Luxembourg. Luxembourg, a small country in Europe with a high rate of immigration (46, 7%, STATEC, 2016), has three languages (Luxembourgish, French and German) and a trilingual education system. Fluency in the three languages is considered to be essential to facilitate social cohesion and professional success (OECD, 2006: 1010), and language teaching occupies a central position in the education system. Nevertheless, language learning programmes are quite inflexible and very compartmentalized (García, 2009; Gretsch, 2014). The multiplurilingual situation of the country challenges the traditional view of language and requests teachers to adapt their practices to the new circumstances. One option for secondary schools to address this linguistic diversity are the classes d’insertion, an innovative setting developed by the Ministry of Education, where recently arrived adolescent students are ofered an educational track by means of a full-immersion program in a second language (French, German or English).. Considering the teacher as a mediator and grounded in sociocultural theory combined with an ecolinguistic approach, the present study observes and describes the way that two teachers of these classes d’ insertion were teaching classes in French to newcomer students (aged 11-12);. By means of classroom-observation, audio-recording, field notes and photos we tried to understand what was happening in class during one academic year. Through three semi-structured interviews conducted with the teachers, we gathered information about their thoughts concerning their practices. The research data show the impact of the teachers’ beliefs on their classroom practices and pedagogical decisions. However, their representations do not fully correspond with the real practices observed in class. In order to make those two ends meet, are planning to extend the reflection on an international level, in an action-research-project with teachers developing their talent as researchers and reflecting about their practices in order to propose new pedagogies and approaches to teacher education in multicultural contexts. [less ▲] Detailed reference viewed: 73 (5 UL)BRIDGING THE GAP: CHILDHOOD LANGUAGE ACQUISITION AND CREOLE GENESISEhrhart, Sabine in Journal of the Linguistic Society of Papua New Guinea (2017) This article presents two cases of specific language ecologies that emerged in the South Pacific at the end of the nineteenth and the beginning of the twentieth century: Palmerston English, spoken on a ... [more ▼] This article presents two cases of specific language ecologies that emerged in the South Pacific at the end of the nineteenth and the beginning of the twentieth century: Palmerston English, spoken on a remote atoll in the Cook Islands, and Tayo, a school creole from the Catholic mission of Saint-Louis in New Caledonia. Both are still spoken and even expanding at present. Findings from these creoles with English and French lexifiers may be of interest to studies of German-based contact languages with similar initial ecologies. Based on the description of the environment where those two contact languages emerged, we would like to start a discussion about the parameters that influence the creation of new languages in specific contexts, such as these languages and Unserdeutsch. [less ▲] Detailed reference viewed: 47 (6 UL)Individual and societal bilingualism and multilingualismEhrhart, Sabine in Fill, Alwin F.; Penz, Hermine (Eds.) The Routledge Handbook of Ecolinguistics (2017) Detailed reference viewed: 137 (6 UL) |
||
