MULTILINGUAL CITIES: Luxembourg

Paul Schonenberg (AMCHAM Luxembourg) and Natalia Durus (AMCHAM Luxembourg & INALCO Paris) contributed with their Luxembourgish experience on business and multilingualism at the conference:

Multilingual and Multicultural Communication (17th June 2013)

Venue: SOAS (School of Oriental and African Studies, University of London), Rm 211, Vernon Sq, Penton Rise, . . . → Read More: MULTILINGUAL CITIES: Luxembourg

Super-diversities in Luxembourg, Jyväskylä 2013

As an open forum for researcher to bringing their perspectives to the question of super-diversity, along with challenges it brings to the critical study of language, the conference on Language and Super-diversity was an interesting opportunity for me to present part of my PhD results on interaction in Luxembourgish as an additional language. The . . . → Read More: Super-diversities in Luxembourg, Jyväskylä 2013

Conference Calls

Workshop: Third Language (L3) Acquisition: A Focus on Cognitive Approaches

http://www.laslab.org/en/all-events/13-2011-2012/38-workshop-third-language-l3-acquisition-a-focus-on-cognitive-approaches.html

Language, Culture and Mind conference series

http://www.salc-sssk.org/lcm/

Classroom Discourse & Intermediary Report

Collaborators in the project “Fundamental English” Dr. Neiloufar Family & Natalia Durus together with project director Prof. Gudrun Ziegler worked on September 12, 2011 on recent data explorations in line with an accepted paper to “Classroom Discourse” and the intermediary report for the research office of the UL. Working sessions on data-sets are held . . . → Read More: Classroom Discourse & Intermediary Report

Great BBC documentary on Language!

Already a couple of years old, but this documentary gives a great overview of the different fields of cognitive science in the study of language. Enjoy!

BBC Horizon: Why we talk

PART 1: http://www.youtube.com/watch?v=75XxjJYuV7I

(Subsequent parts of the video are also available on YouTube)

L3-Conference on Third Language Acquisition and Multilingualism

The seventh international conference on Third Language Acquistion and Multilingualism will be hosted by the University of Warsaw on the 15th-17th September 2011. Discussions will address research issues in multilingualism, the multilingual society, multilingual education and teachers training, the affectivity of multilinguality, multilingual literacies and educational policies.

Under the topic of the multlingual society, . . . → Read More: L3-Conference on Third Language Acquisition and Multilingualism

Residential-Diary/Journal

In my Master thesis, I used Critical Discourse Analysis methods to analyse official and social discourses on individual motives for learning Luxembourgish. Now for the PhD project, I intend to go beyond D/discourses and grasp the reality of learning through usage. The Residential Week was to be for me, a great opportunity to discuss . . . → Read More: Residential-Diary/Journal

Days 1-5: Languaging

 

by Natalia, in Birmingham

 

As the Birmingham’s Mailbox building (http://www.birminghamuk.com/BrumFoto/mailbox/mailbox.htm) changed its methodology of sending news (the former Royal Mail building is today the site for BBC Birmingham) I hereby post my first text (text as defined by Adrian Blackledge in the presentation on Critical Discourse Analysis) in this blog.

Aller . . . → Read More: Days 1-5: Languaging

DAY 3: Transtheorizing

Yesterday morning, we learned about the complementary school system in the UK – specifically in Leicester. Arvind Bhatt told us how these schools function as multilingual social spaces maintained by communities, mostly in urban areas. These autonomous institutions serve as meeting places for children and adults, where they socialize as bilingual learners. The questions . . . → Read More: DAY 3: Transtheorizing

DAY 2: CAN A HEN DIG?

After the coffee break this morning, the participants of the week got together to look at some literacy classroom activities implemented following a compulsory national directive in the UK. Sheena Gardner addressed its application in the classroom using transcripts of the interaction that was observed. The children were between 6 and 7 years old . . . → Read More: DAY 2: CAN A HEN DIG?