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See detailMultilingualism as a resource for learning–insights from a multidisciplinary research project
Hu, Adelheid; de Saint-Georges, Ingrid UL

in European Journal of Applied Linguistics (2020), 8(2), 143-156

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See detail“We need to become ‘educational chameleons’”: from unified to multiple norms in a multilingual and international higher education context
de Saint-Georges, Ingrid UL; Budach, Gabriele UL; Tress, Constanze UL

in European Journal of Applied Linguistics (2020), 8(2),

In recent decades, scholars have documented how globalisation and mobility have changed our relationship with linguistic, social and cultural norms. Yet in most educational contexts, evaluation systems ... [more ▼]

In recent decades, scholars have documented how globalisation and mobility have changed our relationship with linguistic, social and cultural norms. Yet in most educational contexts, evaluation systems still tend to support the teaching of homogeneous knowledge mastered by all, and to portray linguistic standards as key for social mobility. Drawing on qualitative interviews conducted with students on an international and multilingual higher education programme, this paper examines what the students claim they learn from a programme premised instead on the circulation of a multiplicity of norms, standards and practices. The interviews, conducted on the basis of a co-inquiry approach, suggest that the students learn to 1) deal productively and agentively with tensions, 2) rethink their positions and 3) open up to unexpected experiences when teachers support them in navigating multiple norms. In conclusion, the paper highlights how the research elucidates two kinds of norms at play in the programme, institutional and lived norms, and the relationship between them. It also reflects on the utility of discussing multilayered norms (Canagarajah 2006) openly in a globalised higher education context. [less ▲]

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See detailCapitalizing on linguistic diversity in education
Hu, Adelheid; de Saint-Georges, Ingrid UL; Obojska, Maria UL

in European Journal of Applied Linguistics (2020), 8(2), 143-353

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See detailConstruire un projet européen ERASMUS+ au service de la formation des adultes. Témoignage: le projet RECTEC
de Saint-Georges, Ingrid UL; Chaumette, Pascal; Diederich, Gary

Scientific Conference (2018, October 25)

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See detailGeneralizing from Case Studies: A Commentary
de Saint-Georges, Ingrid UL

in Integrative Psychological and 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 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)

Detailed reference viewed: 233 (11 UL)