Browsing
     by title


0-9 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

or enter first few letters:   
OK
Full Text
Peer Reviewed
See detailThe dialectic of transnational integration and national disintegration as mayor challenge of the aggregation of knowledge by European Expert Groups
Decieux, Jean Philippe Pierre UL

Scientific Conference (2017, October 14)

From a phenomenological perspective on modern systems of knowledge production a transformation towards a hybrid knowledge production has taken place. Categories like locality or embeddedness have been ... [more ▼]

From a phenomenological perspective on modern systems of knowledge production a transformation towards a hybrid knowledge production has taken place. Categories like locality or embeddedness have been overcome and rise of arenas of cross-broader-cooperation can be observed. The political sector is an important example where a rise of decision-making contexts with supra national relevance can be detected. As consequence a transformation of the political advisory-system towards the genesis of multinational advisory organisations on supranational level can be observed. This means that decision-making knowledge is developed and standardized on supranational level and supposed to be applied top-down on local level. Theoretically such a cooperative form of knowledge co-production of application-driven knowledge by a heterogeneous set of stakeholders aims to produce a context specific solution for specific problems of application (“socially robust knowledge”) in order to provide evidence-based policy-making. But in fact such a processes of unification of knowledge on supranational level often reduces national policy autonomy and is associated with the risk of limited compliance to the specific local needs. Thus the universal transnational knowledge is systematically contested by a variety of particularistic relevancies as is lacks in socially robustness for the application on national decision-making level (“dialectic of transnational integration and disintegration “. This paper analyses how national policy systems are responding to global integration initiatives. By using an in-depth-case-study, I focus especially on individual actors and their responses in the light of a multiplicity of institutional relevancies and the effective social robustness of the aggregated knowledge on national level. [less ▲]

Detailed reference viewed: 68 (3 UL)
Full Text
Peer Reviewed
See detailThe Dialectic of Transnational Integration and National Disintegration as Challenge for Multilevel Governance
Decieux, Jean Philippe Pierre UL

in Social Sciences (2021), 20(7),

A large number of studies have detected that within the EU multilevel governance there is a transformation toward a hybrid knowledge co-production that overcomes traditional categories such as locality or ... [more ▼]

A large number of studies have detected that within the EU multilevel governance there is a transformation toward a hybrid knowledge co-production that overcomes traditional categories such as locality or embeddedness. There, a sort of sustainable decision-making knowledge is co-developed and theoretically supposed to be applied top-down on the national level of EU member states. However, in practice such processes of unification are always associated with a risk of limited compliance with specific national situations and with a specific national “world of relevancies”. Despite the rise in popularity of these top-down initiatives within international policy levels, there is a lack of studies that empirically analyze how national policy systems respond to these global standardization approaches. Therefore, the central aim of this study is twofold: Based on an exemplary case of an international information system co-produced by an expert group of the European Commission, it first reconstructs whether and how transnational information is integrated on the national policy level. Second, it elucidates factors limiting an application. The results show that this international knowledge system was used for basal purposes and was mainly challenged by non-compliance with national specificities and the existence of alternative knowledge sources. [less ▲]

Detailed reference viewed: 32 (1 UL)
See detailA dialectic view of student science notebook use: the dance of the individual | collective
Wilmes, Sara UL; Siry, Christina UL

Presentation (2018)

Science notebooks can support students in working in active, inquiry-based ways of learning. When students use notebooks to document science investigations in rich and meaningful ways, notebooks can ... [more ▼]

Science notebooks can support students in working in active, inquiry-based ways of learning. When students use notebooks to document science investigations in rich and meaningful ways, notebooks can support not only the development of students’ content understandings, but also understandings about and engagement in science practices (Weibe et al., 2009). All too often though, student productions in science classrooms, such as entries in notebooks, are viewed as solely representative of individual understandings. This view serves to undercut the both individual and collective processes that constituted their construction, thus, inaccurately situating student representations as merely individual productions. In this presentation we show how an analysis of science notebook use in a primary classroom using the dialectic perspective of individual|collective revealed how aspects of students’ interactions with each other and with their notebooks are intertwined and co-constitute one another. This work emphasizes how viewing notebook use as individual |collective can reveal the dance of these inseparable aspects of interaction. [less ▲]

Detailed reference viewed: 98 (6 UL)
See detailDialektausgleich im Lëtzebuergeschen Zur phonetisch-phonologischen Fokussierung einer Nationalsprache
Gilles, Peter UL

Book published by Niemyer (1999)

In dieser empirischen Untersuchung wird die historische sowie die synchrone Dynamik der lëtzebuergeschen Dialekte (Luxemburg) vorgestellt. Dazu werden die Methoden der Dialektologie, der Soziolinguistik ... [more ▼]

In dieser empirischen Untersuchung wird die historische sowie die synchrone Dynamik der lëtzebuergeschen Dialekte (Luxemburg) vorgestellt. Dazu werden die Methoden der Dialektologie, der Soziolinguistik sowie der Phonetik/Phonologie herangezogen. Es zeigt sich, daß ein innerluxemburgischer Dialektausgleich zur Homogenisierung der arealen Variation beiträgt. [less ▲]

Detailed reference viewed: 298 (15 UL)
See detailDialektausgleich im Luxemburgischen
Gilles, Peter UL

in Moulin, Claudine; Nübling, Damaris (Eds.) Perspektiven einer linguistischen Luxemburgistik. Studien zur Diachronie und Synchronie (2006)

Detailed reference viewed: 180 (5 UL)
Full Text
See detailDialektstilisierung im Reality-Fernsehen
Birkner, Karin; Gilles, Peter UL

in Christen, Helen; Ziegler, Evelyn (Eds.) Sprechen, Schreiben, Hören. Zur Produktion und Perzeption von Dialekt und Standardsprache zu Beginn des 21. Jahrhunderts. Beiträge zum 2. Kongress der Internationalen Gesellschaft für Dialektologie des Deutschen, Wien, 20.-23. September 2006 (2008)

Detailed reference viewed: 139 (3 UL)
Full Text
See detailDialog - traduction française du magazine DIALOG
Kirsch, Claudine UL; Mortini, Simone UL

Article for general public (2018)

Detailed reference viewed: 114 (6 UL)
See detailDialog, Monolog, Hybrid - Mehrsprachige Theatertexte in Luxemburg
Bloch, Natalie UL

Presentation (2019, November)

Detailed reference viewed: 90 (1 UL)
See detailDialogic City. Berlin wird Berlin
Hertweck, Florian UL; Brandlhuber, Arno; Mayfried, Thomas

Book published by Walther König Verlag (2015)

Detailed reference viewed: 192 (5 UL)
Full Text
See detailDialogic Classroom Talk - Rethinking 'Messy' Classroom Interaction
Arend, Béatrice UL; Sunnen, Patrick UL

in EAPRIL Conference Proceedings (2016, March), (2), 423-434

Over the past decades, dialogic classroom talk has increasingly been acknowledged to be of prime importance for teaching and learning. Many researchers refer to the writings of Mikhail Bakhtin when ... [more ▼]

Over the past decades, dialogic classroom talk has increasingly been acknowledged to be of prime importance for teaching and learning. Many researchers refer to the writings of Mikhail Bakhtin when conceptualising ‘dialogic’ or ‘dialogism’, either as an epistemology or an ontology. In our study we rely on an ontological view of ‘dialogue’ and on the distinction drawn by Bakhtin between ‘authoritative’ and ‘internally persuasive word’ to conduct a sequential analysis (informed by CA) of an extract taken from the film ‘The Class’. Although, the teacher-student interactions at times appear to be ‘messy’ at first sight, our analysis will show that students’ utterances can be considered as an expansion of the subject matter which is accomplished dialogically with their teacher. [less ▲]

Detailed reference viewed: 452 (14 UL)
Full Text
Peer Reviewed
See detailDialogic Teaching. Investigating Teacher-Student Talk from a CA Perspective.
Arend, Béatrice UL; Sunnen, Patrick UL

in International Journal for Cross-Disciplinary Subjects in Education (2016), 7(4), 2906-2912

In this article we demonstrate how a CA based study can shed light on the complex phenomenon of classroom talk. Through a fine-grained single case analysis, it turns out that apparently ‘disordered’ ... [more ▼]

In this article we demonstrate how a CA based study can shed light on the complex phenomenon of classroom talk. Through a fine-grained single case analysis, it turns out that apparently ‘disordered’ moments in a French high school grammar lesson can be considered as an instance of dialogic teaching. We identify occurring overlaps and students’ self-selections as accounts of dialogue promoting joint thinking and learning. [less ▲]

Detailed reference viewed: 167 (5 UL)
Peer Reviewed
See detailDialogic Teaching: Rethinking "messy" classroom interactions
Arend, Béatrice UL; Sunnen, Patrick UL

Scientific Conference (2015, November)

The study relies on the concept of "dialogic teaching" (Alexander 2004, Mercer & Littleton 2007, Reznitskaya, 2012) in order to rethink classroom interactions that appear to be “messy” at first sight. To ... [more ▼]

The study relies on the concept of "dialogic teaching" (Alexander 2004, Mercer & Littleton 2007, Reznitskaya, 2012) in order to rethink classroom interactions that appear to be “messy” at first sight. To do so a video sequence is taken from the film “Entre les murs” (Cantet, 2008) that is based on François Bégaudeau’s semi-autobiographical novel of the same name. A fine-grained analysis of teacher-student interactions is conducted according to an ethnomethodologically and conversation analytic inspired approach (see e.g. Psathas, 1995). The results of this analysis and the reference to “dialogic teaching” open up a new perspective on the event, i.e. it becomes possible to consider students’ utterances not as digression but ass enriching contributions to an expansion of the learning/teaching object. Teachers can rely on the conducted analysis and the findings to develop their analytical stance and to reflect on their own classroom practice. Furthermore, the study can inspire docents to rely on video sequences in a similar way during their seminars. References: • Alexander, R. (2004) Towards Dialogic Teaching: Rethinking Classroom Talk, Cambridge: Dialogos. • Bégaudeau, F. (2006). Entre les murs. Paris: Éditions Verticales. • Cantet, L. (2008). Entre les murs [Motion picture]. Haut et Court. • Mercer, N. & Littleton, K. (2007). Dialogue and the Development of Children’s Thinking. A sociocultural approach. Oxon, New York: Routledge. • Psathas, G. (1995). Conversation Analysis. Thousand Oaks, London & New Delhi: Sage • Reznitskaya, A. (2012). Dialogic Teaching. Rethinking Language Use During Literature Discussions. The Reading Teacher, 65(7). 446-456. • Vygotsky, L.S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, Massachusetts; London, England: Harvard University Press. [less ▲]

Detailed reference viewed: 343 (11 UL)
Full Text
Peer Reviewed
See detailDialogic Teaching: Rethinking "Messy" Classroom Interactions in a French Grammar Lesson
Arend, Béatrice UL; Sunnen, Patrick UL

in Shoniregun, Charles A. (Ed.) Ireland International Conference on Education, Dublin 25-28 April 2016 (2016)

In our paper, we will investigate classroom talk in terms of “dialogic teaching” in order to rethink classroom interactions that appear to be “messy” at first sight. To do so, we will analyse a video ... [more ▼]

In our paper, we will investigate classroom talk in terms of “dialogic teaching” in order to rethink classroom interactions that appear to be “messy” at first sight. To do so, we will analyse a video excerpt taken from the film “Entre les murs” that shows classroom interactions in a French secondary school. A fine-grained analysis of teacher- student interactions is conducted according to a conversation analytic approach. With reference to the concept of “dialogic teaching”, analysing sequence organisation of the classroom talk occurring in the selected French grammar lesson opens up a new perspective on the event, i.e. it becomes possible to consider students’ utterances not as digressions but as enriching contributions to an expansion of the learning/teaching object. [less ▲]

Detailed reference viewed: 147 (11 UL)
Peer Reviewed
See detailDialogorientierte Wirtschaftspolitik – Ein Weg zu mehr Beschäftigung?
Klump, Rainer UL

in Berg, H. (Ed.) Arbeitsmarkt und Beschäftigung: Deutschland im internationalen Vergleich (2000)

Detailed reference viewed: 19 (0 UL)
Full Text
See detailLe Dialogue 'dans tous ses états' : Regards croisés sur les discours dans 'Mona Lisa Smile'
Arend, Béatrice UL; Sunnen, Patrick UL; Weber, Jean-Marie UL

Presentation (2019, October 17)

En nous reportant sur des extraits de Le Sourire de Mona Lisa, nous interrogeons des discours en contexte d’enseignement-apprentissage. Dans une perspective croisée de deux approches différentes et ... [more ▼]

En nous reportant sur des extraits de Le Sourire de Mona Lisa, nous interrogeons des discours en contexte d’enseignement-apprentissage. Dans une perspective croisée de deux approches différentes et complémentaires à la fois, nous portons un regard analytique sur les dialogues d’une enseignante et de ses étudiantes. L’analyse conversationnelle et la psychanalyse offrent des vues creusées et élargies sur la parole professionnelle et les interactions en classe. La présentation montre aussi le recours pertinent à des films de cinéma pour éclairer notre réflexion sur l’agir professionnel de l’enseignant. [less ▲]

Detailed reference viewed: 125 (9 UL)
See detailLe dialogue déférent des juges en Europe
Pelin Raducu, Ioana UL

Book published by Larcier (in press)

Detailed reference viewed: 84 (3 UL)