Learning 2.0


and community building with digital technologies

The DICA platform emphasises methodological and theoretical issues of analysing the situated nature of learning and development in shared activities based on multiple data (video, audio, multi-perspective) and their epistemologically grounded documentation and exploitation in digital systems of data-bases and systematic data-treatment. The focus lays on learning-in-interaction accomplishments by specific groups (e.g., age, societal, professional, linguistic) acting within highly diversified multilingual and multimodal settings. A major emphasis is put on

  • Interaction processes, systematics & effects (multimodal; multilingual; visual/non-visual; referential; verbal/non-verbal; identity)
  • Dynamics of knowledge-building within multi-modal, multi-medial and/or multi-lingual settings and/or related to specific items of learning (e.g., linguistic, technical).
  • The development of discourse competences related to specific knowledge domains and their situated construction in interaction.

Examples of research

  • Web 2LLP – Improving web strategies and maximizing social media presence of LLP  projects
The project is creating a framework for the effective exploitation of results of European LLP projects. It is empowered by social networking technologies as part of coherent, attractive and sustainable web strategies in a supportive environment for running LLP projects.

European research project conducted at the Interdisciplinary Centre for Security, Reliability and Trust at the University of Luxembourg (2012-2013)

Charles Max, Richard Moreau, Jun-Yu Song

  • LS6 – Language Learning and Social Media: 6 Key Dialogues

By placing “language learning and social media” at the core of the network, the 13 partner institutions of national, European and international reach examine 6 fundamental dimensions of this combination. These key dimensions are: 1. Language learning, social media and social inclusion; 2. Language learning, social media and development of language resources; 3. Language learning and teaching through social media in new EU countries: the case of Romania, Latvia and Poland; 4. Language learning, social media and multilingualism; 5. Language learning through social media : evolution of teaching practices; 6. Language learning and teaching in formal and non formal contexts through ICT.

European research project conducted at the University of Luxembourg (2009-2012)

Charles Max, Richard Moreau, Jun-Yu Song, Giulia Toresin, Katerina Zourou

  • Codi-Scile-A: Competences for Organizing Discourse-In-Interaction & Science Learning: Analyzing knowledge building as activity of collaborative inquiring (preschool, K1, K2) 

The developmentally sensitive project set-up (joint activity and concept-construction-in-discourse by young children) provides ecologically valid insights into the fundaments of scientific reasoning, information structuring in discourse-in-interaction, their micro-development and ways of pedagogical exploitation within multilingual learning contexts at a sensitive age. Also, the acknowledged but lesser investigated link between scientific reasoning and its (mostly within schooling and testing devices, e.g. PISA) assessable re-presentation in discourse is addressed and allows for highly valuable results with regard to the conditions, reliability and potentials.

Research project conducted at the University of Luxembourg (2009-2011)

Line Eskildsen, Spencer Hazel,  Martin Kracheel, Charles Max, Chris Siry, Gudrun Ziegler

  • ILAL – Learning an additional Language in naturally occurring interactions

This projects is analysing the dynamics of learning an additional language, Luxembourgish in social interaction. The study focuses on the correlation between learning and using an additional language in a multilingual context, specifically on instances that appear in social interactions during everyday activities. The sample of the learner corpus of two women learning Luxembourgish as her fourth language brings together a range of interactions within their everyday context at home and within the cultural society. The analysis focuses on the expert-novice talk-in-interaction and the actions within family dinner conversations and conversations during socio-cultural activities. Emphasis is laid on instances of ZPD and the development of the learner language across the fourth-months time span of recording with regard to a specific range of actions carried out by close family members and fellow commuters as they engage in a TL-bound  “play” involving a more-expert peer doing “the-teacher”. Results provide insights into the accomplishment of TL learning within the learner’s everyday activities and how these activities are understood by the multilingual learner.

PhD research conducted at the University of Luxembourg in cooperation with the FNR (2010-2015)

Adrienne Ouafo

view site: http://dica-lab.org/ouafo/

  • Do tonal language speakers move their brows differently? A Contrastive analysis of facial kinesics in relation to segmental features in phonology and focus in information structure.

The research is analysing the extent to which tonal language speakers – more specifically Mandarin Chinese language speakers-, manifest different facial kinetics because of their L1 phonology. In order to understand whether this is the case or not, the study collects video data with Chinese speakers, as well French and English L1 speakers. Relying on two datasets with typologically different languages (French and English) allows to establish a baseline for comparison and finally unveil whether tonal language speakers behave differently or not. Thus the study is ultimately comparative.

PhD research conducted at the University of Luxembourg (2011-2015)

Claudia Albanese

view site http://dica-lab.org/albanese/

  • Participation and language learning in the multilingual pre-primary classroom

This qualitative study focuses on 4 to 6 year old children of Portuguese, Cap Verdean and Brazilian origins negotiating the construction of a participation framework during story narration within the multilingual pre-primary classroom. In the multilingual classroom, communicating, expressing ideas and organising interaction is organised around a cultural artefact called “story book”. A preliminary study (Wirtz 2010) focuses on pedagogical instances of this cultural tool. It emphasises the supported/not-supported construction of a participation framework within the preschool learning context. More specifically, it shows how children of different cultural backgrounds rely on various modes for interacting with each other and making sense of their environment. The importance of such a “space of joint action” becomes evident in considering the space of relations and embodied reciprocated tunings occurring in the concrete space of interaction and accomplished on different levels such as speech, posture, gestures, artefact- and sign-mediated actions, joint perceptions and so forth.

PhD research conducted at the University of Luxembourg (2012-2016)

Delia Wirtz

  • Hook Up! –  Campus Europea Foreign Language Learning Gateway

More than a third of Socrates project coordinators have agreed that targeted language learning projects have contributed to a large extent to encourage and support linguistic diversity and contribute to an improvement in the quality of language teaching and learning but that they are often sporadic in nature and represent a pepper gun approach to a coherent language strategy and that it can no longer be relied upon that the learning of a new foreign language “en passant” during the mobility period of students holds. Since Campus Europae students are expected to study in 2 foreign countries at bachelor and master levels and effectively acquire 2 foreign languages for their degree, a cost efficient approach to language learning is of the essence for an ambitious project like Campus Europae.

European research project conducted at the University of Luxembourg (2009-2010)

Line Eskildsen, Gudrun Ziegler

  • SEMLANG – Training Language Teachers for a multilingual  Europe

Les plus récentes études européennes montrent l’importance croissante de la maîtrise des langues pour le développement économique et social de l’Europe. Or les professeurs ont un rôle central à jouer pour développer chez les futurs citoyens européens des compétences plurilingues. L’objectif du consortium est d’approfondir le thème de la formation (initiale et continue) des professeurs de langues étrangères à tous les niveaux d’enseignement. Ce projet s’inspire des conclusions du “Profil européen pour la formationdes enseignants”. Ce profil propose un référentiel européen pour valoriser les bonnes pratiques des Etats dans ce domaine. Le projet présent contribue à la diffusion de ces partiques en contribuant à la planification éducative et la formation des professeurs de langues.

European research project conducted at the University of Luxembourg (2008-2010)

Line Eskildsen, Gudrun Ziegler, Katerina Zourou

  • FUNDENG – Fundamental English in early plurilingual learning settings (inventory, competence development, insights for designing learning)

The FUNDENG project is documenting and analyzing English as a second language in a classroom context at a secondary school level. For our current corpus, we are collecting and transcribing video data from plurilingual learners in a multilingual setting in Luxembourg.  Multilingual development has been given much interdisciplinary attention over the past decade. Since it is a developing research area, tools from different theoretical frameworks are put to the test. At the University of Luxembourg we combine interactional approaches (e.g. Conversational Analysis) and grammatical acquisition to analyze our data. One of our goals is to refine, consolidate and develop approaches to studying multilingualism.

Research project conducted at the University of Luxembourg (2009-2012)

Natalia Durus,  Neiloufar Family, Gudrun Ziegler

view site

  • FUNDALUX – Fundamental Luxembourgish in early plurilingual settings

Isabelle Chassine, Marnie Ludwig, Gudrun Ziegler

The FUNDALUX project has three major concerns with regard to the development of Luxembourgish by young learners in Luxembourg’s multilingual society. On behalf of a dynamic corpus of Luxembourgish in its genesis as revealed through (multi- modal) learner data, FUNDALUX provides detailed and comprehensive inventories of fundamental Luxembourgish beyond the structural description of Luxembourgish; FUNDALUX analyzes the acquisition of Luxembourgish with regard to discourse activities; FUNDALUX provides environments for learning Luxembourgish from a developmental account, bridging the gap between Luxembourgish and the language of the young learner. The project contributes to the study of Luxembourgish and learning in discourse-interaction.

Research project conducted at the University of Luxembourg (2007-2009)

view site

  • CODI – Discourse Competences in Interaction

This project brings together recent perspectives on discourse competence in its development in interaction. One perspective focuses on the narrow analysis of French L2 and its conditions of/for development at the lower lever of secondary in a German speaking part of Luxembourg (Corpus CODI); the second perspective is concerned with an appropriate framework for analyzing the development of discourse competence in plurilingual learning setting at the level of Primary school in Luxembourg, involving German (written) and Luxembourgish as at stake with other languages (Protuguese) in learning. This project is conducted within the larger framework of the research cooperation of CODI-Network (Discourse competences in interaction; Universities of  Southern Denmark, Newcastle/Tyne, Bielefeld, Modena, Neuchâtel).

International research project conducted at the University of Luxembourg (2006-2008)

Evelyne Pochon-Berger, Gudrun Ziegler

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