La littérature luxembourgeoise à l’école : une didactique interculturelle de la littérature en contexte multilingue

in Transnationale und interkulturelle Literaturwissenschaft und Litertaturdidaktik : Konzeptionelle und digitale Transformationen (in press)

In Luxembourg, multilingual requirements are a corollary of the country’s historical trilingualism and characterize its school system: Luxembourgish is the national language, French and German the ... [more ▼]

In Luxembourg, multilingual requirements are a corollary of the country’s historical trilingualism and characterize its school system: Luxembourgish is the national language, French and German the official languages. Like other European countries, English tends to occupy an increasingly important place, as a language taught in secondary school, while Luxembourgish plays only a minor role as a school subject. Rooted in the traditional association of language and literature, Luxembourg’s school environment is still largely organized according to a juxtaposed multilingualism, with clear linguistic separations and specific disciplinary cultures. These characteristics considerably hinder, among others, the entry of works from the Luxembourg literary field into the curricular path of secondary education. In fact, Luxembourgish literature, an essentially multilingual (Luxembourgish, French, German and more recently English, Italian, Portuguese) and small literature, is hardly taught in schools: the national literature struggles to impose itself compared to the cultural references of the large neighboring countries. At the same time, the weak literary production intended for adolescent readers, which translates socio-literarily into the absence of specific editorial collections, finds only a slight echo with its recipients. Starting from this double literary and didactic context, we wish to present our project to publish a novel by a French-language Luxembourg author in a digital format, thus remediatizing the texts, and broadening them with educational content and activities. The development of these new media considers the multilingual and intercultural particularities of Luxembourg’s literary and school environments and targets a readership fond of new reading practices. By adopting a research-action approach, we’d like to cover multiple research areas (multilingual children's literature in a small literary field, digital reading practices, teaching of literary reading in a multilingual school context) and we could integrate the project in our teaching in the Master in Secondary Education to train future teachers. [less ▲]

L’écolittérature jeunesse face à demain

in Littérature de jeunesse et écologie (in press)

Conclusion : La parole donnée à la littérature jeunesse

in Peut-on tout leur dire ? Formes de l’indicible en littérature jeunesse (in press)

Nuclear Incidents as Metaphors for Ecocatastrophe in Anticipatory Fiction from Luxembourg

in Storying the Ecocatastrophe: The Aesthetics and Politics of Ecological Narratives (in press)

This chapter on “Narrating the Nuclear” is based on an analysis of two contemporary fictional texts from Luxembourg: a short story written in Luxembourgish by Yorick Schmit, “Eng Stëmm an der Stëllt” ... [more ▼]

This chapter on “Narrating the Nuclear” is based on an analysis of two contemporary fictional texts from Luxembourg: a short story written in Luxembourgish by Yorick Schmit, “Eng Stëmm an der Stëllt” [= “A Voice in the Silence”] (2018), and a novel by French-speaking author Pierre Decock, Luxembourg Zone Rouge (2019). Both texts depict a nuclear disaster in a neighboring French atomic powerplant that has a significant and overall impact on the territory and the population of the small country of Luxembourg. Abundant risk theory has already emerged from the study of major nuclear attacks and industrial incidents during the 20th and 21st centuries. Alongside nuclear criticism and ecocriticism in the Anthropocene, this framework provides insight to impending ecocatastrophes, which are cataclysms with multiple impacts on very large spatial and temporal scales, related to the flawed relationship between humans and the nonhuman environment. My claim is that both literary texts use the nuclear catastrophe as a metaphor for global and ecological collapse, with its multidimensional effects. Decock imagines how a whole nation becomes deprived of its territory, thus illustrating B. Latour’s vision that the “New Climatic Regime” will confront all societies with the loss of land (Down to Earth, 2018). Drawing upon the biography of a Japanese farmer who took care of abandoned animals after the Fukushima disaster, Schmit provides a more optimistic vision in exploring how to “liv[e] on a damaged planet” (A. Tsing et al., Arts of Living on a Damaged Planet, 2017). In the small literary field of Luxembourg, both texts reinterpret the local homeland imagery in the context of global environmental change, in which local disasters are increasingly related to planetary instability. Because a whole country or even culture can be eradicated by a nuclear incident, the small country of Luxembourg becomes a metaphor for Earth facing ecological collapse. [less ▲]

Edmond Dune : silence du poète – silence du poème

in Regards sur la poésie du XXe siècle (in press)

Écologie culturelle d’une petite littérature européenne

in Écocritique : nouvelles territorialités 2 (in press)

Le jardin et la littérature comme zones à défendre. Écriture hétérotopique du jardin dans deux exemples luxembourgeois

in Luxembourg Urban Garden (in press)

« Ça va passer, non ? » Face au changement climatique, la fin de l’optimisme en littérature jeunesse ?

Article for general public (2022)

La représentation interculturelle du désastre nucléaire entre appropriation et écart : deux exemples luxembourgeois

in Relief: Revue Électronique de Littérature Française (2022), 16(1), 210226

In Luxembourg, nuclear power stations have been part of literary imaginary since the end of the 1970s. This imaginary is fueled by the opposition against two nuclear projects on the Moselle River, and by ... [more ▼]

In Luxembourg, nuclear power stations have been part of literary imaginary since the end of the 1970s. This imaginary is fueled by the opposition against two nuclear projects on the Moselle River, and by the major nuclear accidents which have marked recent human history over the last decades. From this context, this contribution seeks to bring to light the multiple links between ecology and nuclear power, and as a corollary between the two research fields, within the framework of literary and cultural studies, of ecocriticism and nuclear criticism. Based on the shared key problematics of the latter (temporality, geography, and subjectivity), the analysis of two francophone literary works published in Luxembourg then explores two seemingly diametrically opposed ways of describing the intercultural dimension of the nuclear disaster: one imagining cultural appropriation based on geographical relocalisation, the other highlighting the gap between the event and its perception. [less ▲]

Espaces (in)sensibles : l'appropriation en didactique comparée

in Thiltges, Sébastian; Raus, Tonia (Eds.) spaces (in)sensibles : l'appropriation en didactique comparée (2022)

La nouvelle d'anticipation « Une voix dans le silence » (trad.) de Yorick Schmit sensibilise les lecteurs aux bouleversements environnementaux, psychologiques et affectifs engendrés par une catastrophe ... [more ▼]

La nouvelle d'anticipation « Une voix dans le silence » (trad.) de Yorick Schmit sensibilise les lecteurs aux bouleversements environnementaux, psychologiques et affectifs engendrés par une catastrophe nucléaire. Partant d'une lecture écopoétique, nous imaginons l'étude de ce récit en langue luxembourgeoise en cours de français, afin d'exploiter la tension ainsi créée par le dispositif translinguistique et interculturel. Dans une double perspective de didactique des langues et de la littérature, nous interrogeons dès lors le rôle du sensible dans le développement du plurilinguisme dans l'enseignement-apprentissage de la littérature. Pour ce faire, notre approche de didactique comparée se fonde sur le paradigme de l'appropriation en tant que concept à la fois linguistique et littéraire : le lecteur devient sensible en faisant sien le récit lu, dans un corps à corps avec la matérialité du texte écrit dans une langue familière en tant que langue véhiculaire mais étrangère en tant que langue littéraire, favorisant ainsi une prise de conscience des sens de la langue et du texte. [less ▲]