| Reference : Luxembourg: A multiplurilingual space for language education. How can teacher educati... |
| Scientific congresses, symposiums and conference proceedings : Unpublished conference | |||
| Arts & humanities : Languages & linguistics | |||
| Multilingualism and Intercultural Studies | |||
| http://hdl.handle.net/10993/35005 | |||
| Luxembourg: A multiplurilingual space for language education. How can teacher education respond to the linguistic and cultural diversity of a given place? | |
| English | |
Ehrhart, Sabine  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Bes Izuel, Maria Asuncion [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| 2017 | |
| Yes | |
| Intercultural educational proposals promoting bilingual and multilingual teaching trajectories. Co-constructing teacher development in the 21st century | |
| from 3-11-2017 to 4-11-2017 | |
| Universidad de los Andes & Université Sorbonne Nouvelle | |
| Bogotá | |
| Colombia | |
| [en] Teacher’ education and training ; Bi/Pluri/Multi-lingualism ; Language teaching and learning, Luxembourg | |
| [en] 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. | |
| Researchers ; Professionals ; Students | |
| http://hdl.handle.net/10993/35005 |
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