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See detailMultilingualism in advertising and a shifting balance of languages in Luxembourg
De Bres, Julia UL

E-print/Working paper (2015)

Much research on multilingualism in advertising has been undertaken in comparatively mono-lingual settings. Whereas such research may provide insights into the connotations of lan-guages used in ... [more ▼]

Much research on multilingualism in advertising has been undertaken in comparatively mono-lingual settings. Whereas such research may provide insights into the connotations of lan-guages used in advertising, research in more multilingual contexts can also provide different kinds of insights regarding the relative status of languages in a multilingual environment. This article focuses on multilingualism in written advertising in the highly multilingual setting of Luxembourg, where the language situation is currently undergoing significant change due to patterns of globalisation and migration. Analysis of a mixed corpus of advertisements, includ-ing 1,038 advertisements in the free daily newspaper l’Essentiel from 2009 to 2011, as well as selected further advertisements from elsewhere within Luxembourg’s linguistic landscape, reflects a move within Luxembourg in general from a longstanding trilingualism in French, German and Luxembourgish to different kinds of multilingualism, incorporating both the presence of new languages and changes in the relative roles of French, German and Luxem-bourgish. Particularly significant is the presence of Luxembourgish as a written language of advertising, whereas it traditionally functioned mainly as a spoken language in Luxembourg. The article presents the results of a quantitative and qualitative analysis of the advertisements and discusses how multilingualism in written advertising provides a pertinent window on changing forms of multilingualism in Luxembourg. [less ▲]

Detailed reference viewed: 496 (22 UL)
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See detailMultilingualism in forced migration research: insights from an ethnographic study in Luxembourg
Kalocsanyiova, Erika UL

Scientific Conference (2018, September 27)

This paper outlines some methodological considerations for researching integration trajectories in multilingual societies. It draws on a linguistic ethnographic study undertaken in Luxembourg. It ... [more ▼]

This paper outlines some methodological considerations for researching integration trajectories in multilingual societies. It draws on a linguistic ethnographic study undertaken in Luxembourg. It discusses ways of accommodating the participants’ (and my own) multilingual but distinct language competences. I reflect upon how my positionality as a multilingual researcher became part of the research process, shaping both the research design and the relationships I had with the informants. Multilingual research practices can play a fundamental role in empowering participants and privileging their voices in migration-related studies. This paper outlines some of the benefits/complexities that can arise if both participants and researchers draw on their old and newly acquired language resources. In this connection, I will argue that narrative analysis allows a refined understanding of foreign- and cross-language exchanges, which in turn helps to uncover the many ways in which linguistic integration can be understood, practiced and experienced. Narratives also proved to be an excellent tool for exploring multiple and shifting ideological stances in (meta)discourses surrounding language, identity and societal participation in the context of this research. [less ▲]

Detailed reference viewed: 71 (2 UL)
See detailMultilingualism in Higher Education: Research in the European Context
de Saint-Georges, Ingrid UL

Conference given outside the academic context (2015)

Detailed reference viewed: 93 (4 UL)
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See detailMultilingualism in Language Classes for Refugees in Luxembourg: Second Language Teaching or Repertoire Building?
Kalocsanyiova, Erika UL

Scientific Conference (2016, October 22)

Official trilingualism is often drawn upon to portray Luxembourg as a heterogeneous society with high levels of linguistic capital, where multilingualism is declared to be an asset both at individual and ... [more ▼]

Official trilingualism is often drawn upon to portray Luxembourg as a heterogeneous society with high levels of linguistic capital, where multilingualism is declared to be an asset both at individual and societal level. With the increased number and shifted geographic origin of migrants from refugee backgrounds new questions surface concerning the linguistic integration of these new arrivals, who are often incorrectly associated with zerolingualism and whose language capital is seldom perceived as a valuable asset. It has been argued that in contexts of forced migration one cannot talk of second or foreign language learning: migrants are not acquiring the language(s) of the mainstream society for the mere reason of approximating native speakers’ performances; these languages form part of their everyday lived experiences, hence they have to appropriate features that best suit their needs. Accordingly, their full linguistic repertoires constitute single integrated continua that include all the language resources they have learned and accumulated. In line with this and contesting the idea of zerolingualism, we maintain that through a wide variety of trajectories ranging from comprehensive learning to informal encounters with languages, migrants from refugee backgrounds have developed partial, truncated competences in several languages that have resulted in complex linguistic repertoires. Our contribution aims at investigating whether the recognition of multilingualism in Luxembourg entails the acknowledgment of the refugees’ full linguistic repertoires, or on the contrary, it remains limited to the appreciation of official trilingualism and proficiency in standard English. In our analysis we are going to rely on data collected in the context of a French language course for beginners, which is offered to newly arrived migrants by volunteer teachers. Besides commenting on the presence (or absence) of multilingual approaches, we seek to explore whether migrant language features are acknowledged as useful resources and how, if at all, the class draws on the fluid use of all the languages present for both learning and functional purposes. On this note, we aim to determine what is more prominent in this context: the monoglossic perspective where languages are conceived in a linear and compartmentalised way or a repertoire-building approach based on awareness and positive attitudes towards teachers’ and learners’ multilingual repertoires. [less ▲]

Detailed reference viewed: 215 (10 UL)
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See detailMultilingualism in Luxembourg:(Dis)empowering Cape Verdean migrants at work and beyond
Tavares, Bernardino UL

in International Journal of the Sociology of Language (2020), 2020(264), 95-114

This paper explores the entanglement of language with issues such as discrimination and the reproduction of social hierarchies. It unpacks this interplay to show how the use and abuse of language serve as ... [more ▼]

This paper explores the entanglement of language with issues such as discrimination and the reproduction of social hierarchies. It unpacks this interplay to show how the use and abuse of language serve as the main mechanism of inclusion, exclusion and limitation of migrants in the labour market, contributing to certain migrant groups and their descendants remaining in the bottom stratum of society. It investigates how language use can both empower and disqualify migrants, creating ethnic pools of work. This paper draws on interviews with a successful middle-aged Cape Verdean man, Pedrinhu, to illustrate this language impact. He came to Luxembourg at a young age and his sports skills helped him to be fast-tracked to acquire Luxembourgish citizenship. He talks about his migration trajectories, his sociolinguistic life and his job interactions with Cape Verdean workers at a private employment enterprise where he now holds a high position. He seeks “to empower” Cape Verdean migrants, challenging some of the institutionalised linguistic demands of the state employment agency he collaborates with; at the same time, he is aware of the reproduction of inequality and the ethnic stratification of his enterprise. The paper concludes by highlighting the ambivalences of multilingualism and empowerment interventions in accessing resources, such as work, in the condensed migration contexts of Luxembourg. [less ▲]

Detailed reference viewed: 57 (8 UL)
See detailMultilingualism, Education and Change. Vol. 9
Weber, Jean-Jacques UL

Book published by Peter Lang (2009)

Detailed reference viewed: 154 (14 UL)
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See detailMultilingualism, multimodality and the future of education research
de Saint-Georges, Ingrid UL

in Multilingualism and Multimodality : Current Challenges for Educational Studies (2013)

Detailed reference viewed: 274 (12 UL)
See detailMultilingualism: the cognitive perspective
Wealer, Cyril UL

Scientific Conference (2019, May 03)

Detailed reference viewed: 30 (2 UL)
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See detailMultilingualismus und Sprachenpolitik
Fehlen, Fernand UL

in Lorig, Wolfgang; Hirsch, Mario (Eds.) Das politische System Luxemburgs (2007)

Detailed reference viewed: 230 (10 UL)
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See detailLe multilinguisme comme défi et caractéristique de la littérature au Luxembourg
Glesener, Jeanne UL

in Sieburg, Heinz (Ed.) Vielfalt der Sprachen - Varianz der Perspektiven. Die Luxemburger Mehrsprachigkeit in Geschichte, Gegenwart und Zukunft (2013)

Detailed reference viewed: 211 (17 UL)
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See detailLe multilinguisme dans la perspective du juriste
Heuschling, Luc UL

Scientific Conference (2015, March 24)

Detailed reference viewed: 142 (6 UL)
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See detailLe multilinguisme dans le feuilleton de Batty Weber, 1913–1920
Millim, Anne-Marie UL

in Synergies Pays Germanophones (2015), 8

Résumé : cette contribution relativise l’éloge du multilinguisme, de l’interculturalité et de la « Mischkultur » souvent attribués à l’écrivain, feuilletoniste et éditeur luxembourgeois Batty Weber ... [more ▼]

Résumé : cette contribution relativise l’éloge du multilinguisme, de l’interculturalité et de la « Mischkultur » souvent attribués à l’écrivain, feuilletoniste et éditeur luxembourgeois Batty Weber (1860–1940). Cette analyse des premières années (1913–1920) de son feuilleton Abreisskalender (1913–1940) montre la complexité, les difficultés, autant que les avantages, intellectuels et identitaires, de la condition multilingue, perçus, vécus et transmis par Weber dans le contexte des idées et idéologies courantes de l’époque. Bien qu’il préconise la tolérance envers les problèmes de prononciation et de style des locuteurs plurilingues, il a tendance à exiger une perfection d’expression de monolingue. [less ▲]

Detailed reference viewed: 149 (15 UL)
See detailMultilingüismo en las aulas: procedimientos de inclusión y de exclusión
Gomez-Fernandez, Roberto UL

Presentation (2015, August 26)

Detailed reference viewed: 92 (10 UL)
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See detailMultiliteracies and family language policy in an urban Inuit community
Patrick, D.; Budach, Gabriele UL; Muckpaloo, I.

in Language Policy (2013), 12(1), 47-62

This study investigates the intersection of family language policy with Indigenous multiliteracies and urban Indigeneity. It documents a grassroots Inuit literacy initiative in Ottawa, Canada and ... [more ▼]

This study investigates the intersection of family language policy with Indigenous multiliteracies and urban Indigeneity. It documents a grassroots Inuit literacy initiative in Ottawa, Canada and considers literacy practices among Inuit at a local Inuit educational centre, where maintaining connections between urban Inuit and their homeland linguistic and cultural practices is a central objective. Using data from a participatory, activity-oriented, ethnographic project at an Inuit family literacy centre, we argue that state-driven language policies have opened up spaces for Indigenous-defined language and literacy learning activities that can shape and be shaped by family language policies. This has permitted some urban groups in Canada to define their own literacy needs in order to develop effective family language policies. Drawing on two Inuit-centred literacy activities, we demonstrate how literacy practices are embedded in intergenerational sharing of Inuit experience, cultural memory, and stories and how these are associated spatially, culturally, and materially with objects and representations. We thus show how Inuit-centred literacy practices can be a driving force for family language policy, linking people to an urban Inuit educational community centre and to their urban and Arctic Inuit families and homelands. © 2012 Springer Science+Business Media Dordrecht. [less ▲]

Detailed reference viewed: 164 (4 UL)
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See detailMultimedia content distribution in hybrid wireless networks using weighted clustering
Andronache, Adrian UL; Brust, Matthias R. UL; Rothkugel, Steffen UL

in Proceedings of the 2nd ACM international workshop on Wireless multimedia networking and performance modeling (2006)

Detailed reference viewed: 87 (1 UL)
See detailA multimodal conversation analytic approach to investigate a joint problem solving task.
Arend, Béatrice UL

Presentation (2016, November 15)

In our paper, we will demonstrate how a multimodal conversation analytic approach can shed light on the complex phenomenon of joint problem solving in a Mathematics classroom. Through a fine-grained video ... [more ▼]

In our paper, we will demonstrate how a multimodal conversation analytic approach can shed light on the complex phenomenon of joint problem solving in a Mathematics classroom. Through a fine-grained video based single case analysis (Mondada, 2013; Arend et al., 2014), we will show how three children collaboratively solve mathematical problems by mobilizing various resources. They address each other by talking, gazing, gesturing, changing body position as well as by manipulating artefacts. Multimodal conversation analysis allows us to investigate the ongoing organisation of the children’s problem solving activity in its temporal and sequential unfolding as well as to study the multimodally embodied multiparty utterances in their mutual responsiveness (Streeck et al, 2011). Favouring an interactional approach interested in the coordinated achievement of activity (Arend & Sunnen, 2016), we consider that the progress and the outcome of the problem solving activity emerge in situ from the children’s interactions. By relying on multimodal CA, we may point out how the children achieve mutual understanding while accomplishing a task in a Mathematics lesson. Our paper seeks to make a contribution to investigate group-based classroom activities (Mercer et al, 2004) as well as to sensitise teachers to the high complexity of mutually accomplished classroom tasks. Arend, B., Sunnen, P. (2016). Dialogic Classroom Talk - Rethinking ‘Messy’ Classroom Interaction. Proceedings of the 10th EAPRIL (European Association for Practitioner Research on Improving Learning in Education and Professional Practice) conference, 424-434. Arend, B., Sunnen, P., Fixmer, P., Sujbert, M. (2014). Perspectives do matter – Expanding Multimodal Interaction Analysis with Joint Screen. Classroom Discourse, Special Issue Multimodality, 5(1), 38-50. Mondada, L. (2013). The conversation Analytic Approach to Data Collection. In J. Sidnell, & T. Stivers (eds.), The Handbook of Conversation Analysis (32-56). Oxford: Wiley Blackwell. Mercer, N., Dawes, R., Wegerif, R., Sams, C. (2004). Reasoning as a scientist: ways of helping children to use language to learn science. British Educational Research Journal, 30, (3), 367-385. Streeck, J., Goodwin, C. & LeBaron, C. (eds.) (2011). Embodied Interaction, Language and Body in the Material World. Cambridge: Cambridge University Press. [less ▲]

Detailed reference viewed: 101 (5 UL)
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See detailMultimodal Interaction Analysis: a Powerful Tool for Examining Plurilingual Students’ Engagement in Science Practices Proposed Contribution to
Wilmes, Sara UL; Siry, Christina UL

in Research in Science Education (2021)

Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the forefront of interaction and meaning-making ... [more ▼]

Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the forefront of interaction and meaning-making. Such language-centric analytic approaches risk overlooking key embodied, enacted aspects of students’ engagement in science practices. This manuscript presents a case of a plurilingual student’s participation in science inquiry to demonstrate how multimodal interaction analysis can be used to examine the highly diverse array of communicative resources that she draws upon while participating in science, including gestures, facial expressions, vocal intonations, and languages. Grounded in dialogic theorizations of language, we first detail the multimodal interaction approach, and second, we show how multimodal interaction analysis beginning first with her embodied engagement, then coupled with her subsequent written and spoken engagement, reveals robust views of her engagement in science practices. Key to this methodological approach is multilayered analysis that backgrounds verbal or spoken communication to allow for an identification of embodied interaction resources employed. We emphasize how this analytical method allows us to conceptualize science as a practice that unfolds through and in interaction, as compared to a static body of concepts to be learned. [less ▲]

Detailed reference viewed: 67 (6 UL)