Last 7 days
Bookmark and Share    
Full Text
Peer Reviewed
See detailActionable knowledge and social learning for sustainability: Roles of professional knowledge and narratives
Hondrila, Kristina UL; König, Ariane UL

Scientific Conference (2021, September)

The contribution discusses why TD sustainability research would benefit from devoting more attention to professional knowledge and narratives. It presents concepts, empirical insights and methods on how ... [more ▼]

The contribution discusses why TD sustainability research would benefit from devoting more attention to professional knowledge and narratives. It presents concepts, empirical insights and methods on how this could be done. They are based on case studies on governance and social learning processes in two river basins in Luxembourg (post-2000) that have concerned challenges at the nexus of water, environment and agriculture and involved farmers, environmentalists and public water managers. [less ▲]

Detailed reference viewed: 33 (1 UL)
Full Text
See detailLa Covid-19 vue du Luxembourg: exemple et expérience de l'équipe du Luxembourg Learning Centre
Pausch, Marie-Pierre UL

in Effets et conséquences de la crise sanitaire (2021)

Detailed reference viewed: 40 (1 UL)
Peer Reviewed
See detailLong-term effects of retention in grade 8 in Luxembourg
Klapproth, Florian; Keller, Ulrich UL; Fischbach, Antoine UL

Scientific Conference (2021, August 26)

Meta-analyses have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The occurrence of negative effects ... [more ▼]

Meta-analyses have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The occurrence of negative effects may be due to the absence of new learning experiences. However, in the short term, positive effects of grade retention are quite likely to occur. In Luxembourg, more than half of the students repeat at least one grade within their entire school career. Since grade retention is applied quite frequently, the aim of the current study was to examine long-term effects of grade retention. A representative sample of 2,835 Luxembourgish 8th grade students was used for this study, and propensity score matching was applied to select a control group of promoted students who were similar to the retained students on a variety of characteristics. Furthermore, a type of comparison was used by which the outcome variables of the retained and promoted students were compared at different times while the grade- and age-cohort were held equal between groups. With respect to school marks as an indicator of students’ academic achievement, this study showed that grade 8 retention lowered repeaters’ school marks, on average, in grades 10 to 13, as compared to matched non-repeaters. [less ▲]

Detailed reference viewed: 40 (1 UL)
Peer Reviewed
See detailNational and transnational family and friendship networks and their role for subjective well-being of older migrants compared to non-migrants in Luxembourg
Albert, Isabelle UL; Hoffmann, Martine; Vandenbosch, Petra et al

Scientific Conference (2021, August 18)

Creating new bonds in the receiving country constitutes an important developmental task for migrants. Nonetheless, migrants often have smaller social networks in the receiving countries compared to non ... [more ▼]

Creating new bonds in the receiving country constitutes an important developmental task for migrants. Nonetheless, migrants often have smaller social networks in the receiving countries compared to non-migrants, while they stay connected with left behind family members in their countries of origin. The role of transnational ties can thereby be twofold – on the one hand, transnational relations might provide support for migrants from a distance, on the other hand feelings of loneliness might arise when network partners are living far away. The present study is part of the project PAN-VAL on active ageing in Luxembourg, financed by the Ministry of Family and Integration, which focusses on social embeddedness vs. social isolation of migrants and non-migrants living in the multicultural context of Luxembourg. A national sample of N=1000 migrants and non-migrants 50+ living in Luxembourg were asked about their family and friendship networks, their satisfaction with family, friends and life as a whole as well as their feelings of loneliness. Further, N = 20 qualitative interviews with older migrants and non-migrants in four selected municipalities were carried out to explore social networks in more depth. First analyses revealed smaller national family and friendship networks of migrants compared to non-migrants and people with double nationality, whereas migrants reported more transnational bonds. Migrants also reported a lower satisfaction with family and friendship networks compared to non-migrants and people with double nationality, whereas no differences were found between migrants and non-migrants with regard to feelings of loneliness. However, people with double nationality felt less lonely compared to both other groups. Results will be discussed in a life-span perspective, considering the role of national family and friendship networks to create a sense belonging as a fundamental need of human beings. [less ▲]

Detailed reference viewed: 58 (0 UL)
Peer Reviewed
See detailA professional development course in translanguaging: Teachers’ beliefs and attitudes
Aleksic, Gabrijela UL

Scientific Conference (2021, August 16)

In multilingual Luxembourg there are almost 65% of 4 year-old children who do not speak Luxembourgish, of which 28% speak Portuguese (MENJE, 2018). The new law declared multilingual early education ... [more ▼]

In multilingual Luxembourg there are almost 65% of 4 year-old children who do not speak Luxembourgish, of which 28% speak Portuguese (MENJE, 2018). The new law declared multilingual early education mandatory in 2017 with the focus on developing Luxembourgish, familiarizing children with French and valuing their home languages. Thus, our project aimed to: (1) offer a professional development (PD) course in translanguaging pedagogy for preschool teachers, (2) involve children's families to strengthen home-school collaboration, and (3) foster children's cognitive, linguistic, and socio-emotional engagement in the classroom. We employed mixed methods. With teachers we used focus groups, questionnaires, and language portraits, with parents, questionnaires and interviews, and, with children test in early literacy and numeracy in school and home language as well as video observations. The main topic of our 18-hour course (June – December 2019) was translanguaging pedagogy divided into 7 sessions with the focus on multilingual ecology, home-school collaboration, multilingual brain, and multilingual oracy and literacy. We worked with 4 groups of 38 preschool teachers, of which two groups represented two entire schools. The focus of the current presentation are the results from teacher questionnaires and focus groups, delivered before and after the professional development course. The analysis of teacher questionnaires showed that there was a significant increase in positive attitudes towards children's home languages and multilingualism in general and a significant decrease in focus on Luxembourgish only, after the course. In addition, the results from the focus groups indicated that most of the teachers realized that the inclusion of children's home languages and cultures are important for their linguistic and socio-emotional development. However, the monolingual stance towards Luxembourgish for most of the teachers remained quite firm. References: Ministry of National Education, Childhood and Youth [MENJE]. (2018). Key numbers of the national education: statistics and indicators – School year 2016-2017. Retrieved from http://www.men.public.lu/fr/actualites/publications/themes-transversaux/statistiques-analyses/chiffres-cles/index.html [less ▲]

Detailed reference viewed: 17 (0 UL)
See detailHolonomic approximation through convex integration
Massot, Patrick; Theilliere, Mélanie UL

E-print/Working paper (2021)

Convex integration and the holonomic approximation theorem are two well-known pillars of flexibility in differential topology and geometry. They may each seem to have their own flavor and scope. The goal ... [more ▼]

Convex integration and the holonomic approximation theorem are two well-known pillars of flexibility in differential topology and geometry. They may each seem to have their own flavor and scope. The goal of this paper is to bring some new perspective on this topic. We explain how to prove the holonomic approximation theorem for first order jets using convex integration. More precisely we first prove that this theorem can easily be reduced to proving flexibility of some specific relation. Then we prove this relation is open and ample, hence its flexibility follows from off-the-shelf convex integration. [less ▲]

Detailed reference viewed: 32 (1 UL)
Full Text
See detailMehrsprachige Repertoires in kollaborativen Schreibinteraktionen
Stierwald, Mona UL

Doctoral thesis (2021)

Cette thèse examine la problématique du plurilinguisme et de la plurilitéracie individuelle dans des interactions portant sur des pratiques d'écriture collaborative. Le plurilinguisme et la plurilitéracie ... [more ▼]

Cette thèse examine la problématique du plurilinguisme et de la plurilitéracie individuelle dans des interactions portant sur des pratiques d'écriture collaborative. Le plurilinguisme et la plurilitéracie sont éclairées par les concepts de répertoires et de registres langagiers. Dans ce type d'interaction en face à face, deux ou plusieurs personnes se retrouvent au même endroit pour rédiger un document à partir d'idées partagées en menant une conversation à ce sujet. Il s'agit là de sonder les pratiques litéraciques d'étudiant-e-s plurilingues en études romanes de l'université Goethe de Francfort lorsqu'ils/elles formulent conjointement un texte académique dans une langue cible romane (en français ou en espagnol). Pour ce faire, cette recherche s'inscrit dans une approche qualitative mobilisant une pluralité de méthodologies et de courants théoriques inspirés principalement des recherches menées en sociolinguistique et de l'ethnographie comme la recherche action. Le recueil de données a eu lieu dans le cadre d'un séminaire de recherche-action au cours duquel les étudiant-e-s plurilingues ont réfléchi par écrit sur leurs propres répertoires langagiers et se sont réuni-e-s de manière interactive en groupes pour la rédaction de textes académiques. Les données résultantes ont été analysées par le biais d'une analyse de contenu qualitative et d'une analyse conversationnelle. En outre, des concepts venant des recherches sur le plurilinguisme et sur les processus d'écriture sont mobilisés a fin d'accéder à une vision holistique des dynamiques d'écriture collaborative. Cette recherche ouvre de nouvelles perspectives pour les recherches portant sur la plurilitéracie. D'un point de vue théorique, on voit comment la plurilitéracie structurelle peut être analysée à partir d'interactions portant sur l'écriture collaborative. D'un point de vue méthodologique, elle ouvre des voies de réflexion pour aiguiser la focalisation sur les processus d'interaction, les productions et leurs corrélations avec les parcours des individus impliqués. À cet égard, la relation entre l'ethnographie et l'analyse conversationnelle joue un rôle primordial. En fin, d'un point de vue didactique, il est significatif de voir comment dans les écrits universitaires le projet d'appropriation d'une langue cible peut aller de pair avec la prise en compte des ressources plurilingues. [less ▲]

Detailed reference viewed: 21 (5 UL)
Full Text
Peer Reviewed
See detailInvestigating the associations of trajectories of depressive symptoms and self-perceived health and incident dementia : an unsupervised machine learning approach.
Klee, Matthias UL; Leist, Anja UL

Poster (2021, July)

Background: Risk factors for dementia show inter-individually varying trajectories over the lifespan. However, risk factors have been mainly investigated with one time-point assessments. New research ... [more ▼]

Background: Risk factors for dementia show inter-individually varying trajectories over the lifespan. However, risk factors have been mainly investigated with one time-point assessments. New research suggests that certain risk factor trajectories are associated with increased risk of adverse cognitive outcomes (Demnitz et al., 2020 [https://doi.org/10.1101/2020.05.20.20106963]; Singh-Manoux et al., 2018 [https://doi.org/10.1016/j.jalz.2017.06.2637]). However, it remains unclear how sequential and simultaneous changes of risk factors alter the individual risk for developing dementia. Testing the joint contribution of trajectories of depressive symptoms and self-perceived health on incidence of dementia, we hypothesized that consistently poor as well as deteriorating trajectories increase the risk for incident dementia, and explored possible interactions of the trajectories. Method: A total of 5,326 respondents to the SHARE survey, mean age 73.9 years, and 6 complete follow-ups spanning ~13 years, answered the EURO-D depression scale, self-perceived health (SPH) (t1-t5), and self-reported dementia diagnosis at last follow-up (t6). To investigate the predictive ability of distinct longitudinal trajectories, we applied unsupervised statistical learning methods (K-means cluster modelling). Clusters indicated distinct risk factor trajectories, which were used as exposures in stepwise logistic regressions to predict incident dementia, controlling for age, gender, education, and country. Result: Cluster analysis revealed five distinct trajectories each for SPH and EURO-D, with varying dementia incidence. In stepwise logistic regressions, respondents with trajectories “consistently poor health” and “consistently high depression” showed elevated risk of dementia (OR = 4.02 [1.39, 14.75] and OR = 2.26 [1.03, 4.95], respectively) compared to the combined baseline risk for “consistently low depression” and “consistently good health”. Interactions were not significant. However, respondents with the combination of “consistently high depression” and “consistently poor health” showed increased risk (N = 246; 6.1% dementia). Conclusion: Applying unsupervised machine learning is helpful to incorporate longitudinal information on depressive symptoms and self-perceived health and model these risk factors longitudinally to test their contribution to explain incidence of dementia. The predictive ability of the trajectories of depressive symptoms and self-perceived health for dementia indicates the potential for improving the identification of people at risk for developing dementia in late life by exploiting trajectory information readily accessible through regular medical check-ups in old age. [less ▲]

Detailed reference viewed: 19 (3 UL)
Full Text
Peer Reviewed
See detailThe factor structure of mathematical abilities in Luxembourg’s national school monitoring: Its stability over elementary school and relations to, gender, language background, and SES
Sonnleitner, Philipp UL; Hornung, Caroline UL

Scientific Conference (2021, July)

Mathematics skills are the fundament of modern societies, especially those based on a knowledge-economy. The age of digitalization renders mathematics education even more crucial since it builds the ... [more ▼]

Mathematics skills are the fundament of modern societies, especially those based on a knowledge-economy. The age of digitalization renders mathematics education even more crucial since it builds the starting point for all STEM-related fields. Consequently, mathematics is at the core of numerous educational Large-Scale Assessments on international (e.g. PISA, TIMSS) or national level (e.g. NAEP, NEPS, SNSA). Although the underlying test development frameworks are most often multi-dimensional or hierarchical, psychometric analyses usually focus on a single latent factor that represents a rather vague general mathematical ability. How and to what extent this simplification affects educational studies that rely on these data remains unclear. The present study takes Luxembourg’s national school monitoring program ÉpStan as example to tackle this question and clarify the consequences. ÉpStan’s mathematics test is conducted annually in elementary school Grades 1, 3, and 5 and is comprised of around 50 to 70 items. Since ÉpStan captures competencies of all students biyearly, each analysis will be based on the full cohort (n > 5000). First, we will investigate whether the curriculum-based test framework for mathematics can psychometrically be represented in a related (multi-dimensional) confirmatory factor model including the domains numbers & operations and space & form. This will be done in Grades 1, 3, and 5. Second, we will study the factor model’s cross-sectional stability within each Grade (over three consecutive years) and longitudinal stability between Grades. Finally, we will study the factors’ relations to students’ cognitive and sociodemographic characteristics and compare the results with correlations found using the most widely used one-dimensional model of mathematical abilities. Based on the results, we will discuss implications not only for educational studies that often uncritically make use of large-scale assessment data, but also highlight the consequences for group-level feedback that is based on such assessments. [less ▲]

Detailed reference viewed: 26 (0 UL)
Full Text
See detailResponsibility for Property and Assets Frozen or Seized by States Upon Request by the International Criminal Court
Owiso, Owiso UL

Scientific Conference (2021, June 10)

Article 57(3)(e) of the Rome Statute of the International Criminal Court empowers the International Criminal Court to ‘seek the cooperation of States pursuant to article 93, paragraph 1 (k), to take ... [more ▼]

Article 57(3)(e) of the Rome Statute of the International Criminal Court empowers the International Criminal Court to ‘seek the cooperation of States pursuant to article 93, paragraph 1 (k), to take protective measures for the purpose of forfeiture, in particular for the ultimate benefit of victims’ while Article 93(1)(k) imposes an obligation on state parties to the statute to provide assistance to the Court in the ‘identification, tracing and freezing or seizure of proceeds, property and assets and instrumentalities of crimes for the purpose of eventual forfeiture’. However, the Court does not yet have sufficient jurisprudence to flesh out the conceptual and practical boundaries of these provisions, including the question of responsibility for the management of the frozen or seized property and assets. If the Court’s very limited relevant jurisprudence is anything to go by, it is urgently necessary to interrogate these provisions and their practical application, as these questions lie at the very core of the Court’s integrity and credibility. This is especially so as the Court seeks to expand its practical reach beyond (mainly indigent) non-state actors to state actors, a situation that is likely to call more attention to the Court’s powers and responsibilities specifically relating to Articles 57(3)(e) and 93(1)(k). This article interrogates the Court’s powers under Article 57(3)(e) and the extent of obligations of the Court and state parties arising from Article 93(1)(k), and the possible implications for the rights of accused persons, the rights and expectations of victims and for state cooperation. [less ▲]

Detailed reference viewed: 49 (9 UL)
Full Text
Peer Reviewed
See detailQuand les e-pétitions influencent-elles la décision politique ? Une analyse du système de pétitions électroniques de la Chambre des députés du Luxembourg
Kies, Raphaël UL; Seidenthal, Sven UL

in Participations: Revue de sciences sociales sur la démocratie et la citoyenneté (2021), 3(28), 177-202

Dans cet article, nous présentons l’une des premières analyses à étudier de manière systématique les facteurs expliquant le degré d’appropriation par un gouvernement des demandes exprimées dans les e ... [more ▼]

Dans cet article, nous présentons l’une des premières analyses à étudier de manière systématique les facteurs expliquant le degré d’appropriation par un gouvernement des demandes exprimées dans les e-pétitions qui lui sont soumises. Cette analyse se base sur l’ensemble des e-pétitions ayant obtenu les 4 500 signatures requises pour donner lieu à un débat public à la Chambre des députés du Luxembourg. Les hypothèses testées pour expliquer les variations dans le niveau d’appropriation des e-pétitions par le gouvernement ont été : 1) la compatibilité avec l’agenda du gouvernement, 2) la compétence du gouvernement pour traiter les e-pétitions en question, 3) la nature consensuelle (ou non)de l’e-pétition, 4) le nombre de signatures en sa faveur, 5) sa visibilité médiatique, et 6) le statut de son initiateur. Conformément à nos attentes, nous avons observé que les probabilités qu’une e-pétition soit prise en considération par le gouvernement sont liées à essentiellement trois facteurs : 1) la compatibilité avec l’agenda du gouvernement, 2) la compétence du gouvernement et 3) l’accord du gouvernement avec les revendications des pétitionnaires. Les autres facteurs, tels que le soutien populaire ou médiatique de l’e-pétition, sa thématique ou bien les coûts de sa réalisation, apparaissent peu significatifs. [less ▲]

Detailed reference viewed: 23 (0 UL)
Full Text
Peer Reviewed
See detailIntroduction. La participation politique en ligne au révélateur du pétitionnement électronique
Contamin, Jean-Gabriel; Kies, Raphaël UL; Paye, Olivier et al

in Participations: Revue de sciences sociales sur la démocratie et la citoyenneté (2021), 3(28), 7-45

Detailed reference viewed: 19 (0 UL)
Full Text
Peer Reviewed
See detailVirtual reality gaming for pain distraction - Investigation of attentional and psychophysiological effects
Holl, Elisabeth UL; Rischer, Katharina Miriam UL; Battistutta, Layla UL et al

Scientific Conference (2021, May)

Virtual reality has been shown to be a powerful method to divert attention away from pain (Malloy & Milling, 2010) and has been used successfully to temporally relieve patients from pain in clinical ... [more ▼]

Virtual reality has been shown to be a powerful method to divert attention away from pain (Malloy & Milling, 2010) and has been used successfully to temporally relieve patients from pain in clinical settings. However, little is known about the underlying attentional processes involved in pain processing in virtual reality. Therefore, as one of the first studies, this project investigates the role of especially cognitive factors influencing distraction from pain. N = 90 healthy participants played the video game Subnautica in two virtual reality conditions (high vs. low cognitive load). To assess the distraction effect, pain thresholds and psychophysiological measures were assessed during play. Additionally, executive functions and self-reported measures on, e.g., presence, simulation sickness and pain-related subjects were assessed. Results suggest that interactive virtual reality games are a potential tool to alter pain processing, regardless of the level of cognitive load. [less ▲]

Detailed reference viewed: 35 (0 UL)
Full Text
Peer Reviewed
See detailMotivation to Play Scale (MOPS): Measuring Gaming Motivation With a Comprehensive Instrument
Holl, Elisabeth UL; Wagener, Gary Lee UL; Melzer, André UL

Scientific Conference (2021, May)

With the growing interest in gaming, the motivation why people play has become a focus of research. Scales assessing gaming motivation are mostly based on either motivation theories or on self-constructed ... [more ▼]

With the growing interest in gaming, the motivation why people play has become a focus of research. Scales assessing gaming motivation are mostly based on either motivation theories or on self-constructed items adapted to specific genres. Despite the amount of existing scales, measures often lack validation or leave out important and novel motives. Therefore, the Motivation to Play Scale (MOPS), a work-in-progress project, aims at identifying a holistic instrument validated by systematically collecting and evaluating already existing items. A first evaluation survey (N = 555) resulted in preliminary version of the MOPS measuring 14 gaming motives (e.g., competition, escapism) using 59 items (α = .94). [less ▲]

Detailed reference viewed: 13 (0 UL)
Peer Reviewed
See detailTeacher education in translanguaging to achieve social justice?
Aleksic, Gabrijela UL

Scientific Conference (2021, April 29)

Multilingual and multicultural settings are an ever-growing reality all over the world. The potential of migrant’s multilingual and multicultural heritage can be unfolded if the citizens of the host ... [more ▼]

Multilingual and multicultural settings are an ever-growing reality all over the world. The potential of migrant’s multilingual and multicultural heritage can be unfolded if the citizens of the host country are open to it. However, immigrants are often confronted with cultural and linguistic supremacy while nationals of the host country are afraid of a loss or ‘dilution’ of their existing culture and language. The increase of multilingual and multicultural settings as well as the difficulty in overcoming this fear impelled scholars of various sciences to conduct extensive research on the issues of marginalization and cultural imperialism. Researchers in educational sciences, most notably Li Wei and Ofelia García, have opposed the linguistic and cultural hegemony in education through the promotion of translanguaging pedagogy. Translanguaging as a term describes both the natural discourse of bi- and multilingual people through the use of their entire linguistic repertoire and the pedagogy that makes use of these unique linguistic repertoires of bi- and multilingual students to foster learning, comprehension and academic achievement (Celic & Selzer, 2011; Otheguy, García, & Reid, 2015). The use of a translanguaging pedagogy in multicultural and multilingual settings proves beyond useful to disrupt linguistic hegemonies and socio-politically constructed named languages by giving bi- and multilingual students a voice and space to prosper, learn and develop their bi- and multilingual identities (García, 2019). The need of a translanguaging pedagogy becomes necessary in countries such as the small trilingual Grand-Duchy of Luxembourg. The culturally and linguistically highly diverse country with its three official languages (Luxembourgish, French, and German) sees a staggering gap between the school achievements of native and non-native children, forcing even the government to implement mandatory multilingual education in preschools (PISA, 2019). The development of Luxembourgish, familiarization of French and valorization of the home languages of the children have become an official requirement for preschool teachers since 2017. Given that 64 % of four-year olds in Luxembourg do not speak Luxembourgish at home, multiple projects and courses have launched to aid teachers in the practical application of this new law (MENJE, 2018). Thus, we developed our professional development course in translanguaging for preschool teachers in Luxembourg to support their work with multilingual children and their families. The disruption of the linguistic hegemony in Luxembourgish classrooms was implicitly carried through three distinct objectives of the project : (1) 18-hours professional development course in translanguaging to 38 preschool teachers from June to December 2019 divided into 7 sessions (multilingual ecology, home-school collaboration, multilingual brain, multilingual oracy and literacy), (2) active inclusion of children’s families to foster home-school collaboration through parents’ questionnaires and interviews and the promotion of partnerships between families and teachers in the course, and (3) support of children’s linguistic, socio-emotional and cognitive development and engagement in the classroom through early literacy and numeracy tests in the school and home languages, and video observations of classroom activities and interactions. As the goal of social justice was thematized implicitly throughout the course given that most teachers are monolingually and monoculturally biased to be confronted with the topic of cultural imperialism and linguistic hegemony head-on, we tried to assess the teachers change in attitudes through the use of focus group and questionnaires at the beginning and the end of the course. This is the present focus. As the voluntary participation in a translanguaging course would already suggest, the preliminary results of our project show an overall openness of the participating teachers towards other languages and cultures and an awareness of the need of inclusion of the home languages of the children for the benefit of their development and well-being. The results from teacher questionnaires show that there was a significant increase in positive attitudes towards multilingualism (t(35) = -3.83, p < .001) and significant decrease in exclusive interest in Luxembourgish (t(35) = 3.45, p < .001), after the course. This openness and awareness do, however, not automatically translate into social justice as only a very small number of teachers was open to the idea of disrupting linguistic hegemonies and in the video observations unconsciously put all the languages at a same level. The majority of the participants did change their views about their multilingual students (from deficit to richness) realizing that the inclusion of children’s home languages and cultures is a valuable tool for comprehension, learning and socio-emotional development instead of only being a stepping-stone until full mastery of Luxembourgish is achieved. Yet, their strong focus on the development of Luxembourgish and its absolute untouchable status as the language that receives the most recognition did not change. Beside the linguistic superiority of Luxembourgish, even linguistic hierarchies became blatantly obvious during video observations, showing just how much work still needs to be done for teachers to truly interiorize the potentially harmful consequences of linguistic hegemonies and hierarchies. It is our responsibility as researchers to continue to work with teachers, and involve parents, children, and their communities. Change in attitudes and raise of social responsibility and justice is a process. At this point of our project, we see it in fragments, and it is important for all of us not to disrupt it. If we do, the networks that we created will dissolve and the positive impact on multilingual children’s lives and their families could disappear. Therefore, we see two opportunities to continue the work on translanguaging pedagogy by: (1) organizing an additional training for teachers in which we will analyze the video observations to focus on power relations, and (2) organizing a teacher/parent conference in which we will facilitate the discussion on translanguaging pedagogy. Educational and social contexts are rapidly changing and we believe that our professional development course in translanguaging pedagogy is contributing to the process of adaptation to these changes by explicitly inviting us to be more socially responsible and fair. The Conference will give us the opportunity to present the final results and future directions of the project. References Celic, C., & Selzer, K. (2011). Translanguaging: A CUNY-NYSIEB Guide for Educators. New York: CUNY-NYSIEB. García, O. (2019). Translanguaging: a coda to the code?, Classroom Discourse, 10(3-4), 369-373, doi: 10.1080/19463014.2019.1638277 Ministry of National Education, Childhood and Youth [MENJE]. (2018). Les chiffres clés de l'Éducation nationale: statistiques et indicateurs - Année scolaire 2016-2017 [Key numbers of the national education: statistics and indicators – School year 2016-20167]. Retrieved from http://www.men.public.lu/fr/actualites/publications/themes-transversaux/statistiques-analyses/chiffres-cles/index.html OECD (2019). PISA 2018 Results (Volume I): What students know and can do. PISA, OECD Publishing: Paris. doi: https://doi.org/10.1787/5f07c754-en Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named langauges: A perspective from linguistics. Applied Linguistic Review, 6(3), 281–307. [less ▲]

Detailed reference viewed: 15 (0 UL)
Full Text
Peer Reviewed
See detailReinforcement Learning for Test Case Prioritization
Bagherzadeh, Mojtaba; Kahani, Nafiseh; Briand, Lionel UL

in IEEE Transactions on Software Engineering (2021)

Continuous Integration (CI) context significantly reduces integration problems, speeds up development time, and shortens release time. However, it also introduces new challenges for quality assurance ... [more ▼]

Continuous Integration (CI) context significantly reduces integration problems, speeds up development time, and shortens release time. However, it also introduces new challenges for quality assurance activities, including regression testing, which is the focus of this work. Though various approaches for test case prioritization have shown to be very promising in the context of regression testing, specific techniques must be designed to deal with the dynamic nature and timing constraints of CI. Recently, Reinforcement Learning (RL) has shown great potential in various challenging scenarios that require continuous adaptation, such as game playing, real-time ads bidding, and recommender systems. Inspired by this line of work and building on initial efforts in supporting test case prioritization with RL techniques, we perform here a comprehensive investigation of RL-based test case prioritization in a CI context. To this end, taking test case prioritization as a ranking problem, we model the sequential interactions between the CI environment and a test case prioritization agent as an RL problem, using three alternative ranking models. We then rely on carefully selected and tailored state-of-the-art RL techniques to automatically and continuously learn a test case prioritization strategy, whose objective is to be as close as possible to the optimal one. Our extensive experimental analysis shows that the best RL solutions provide a significant accuracy improvement over previous RL-based work, with prioritization strategies getting close to being optimal, thus paving the way for using RL to prioritize test cases in a CI context. [less ▲]

Detailed reference viewed: 53 (0 UL)