Université du Luxembourg, Campus Walfer, ROOM: MONTESSORI

In the past decades in which Translation Studies has become firmly established as an academic discipline in its own right, research flourished as to the designation and definition of translation competence. The concept is of particular relevance to translator training since it drives decisions and choices in the design of a syllabus and can also be considered as the litmus paper against which to test the acquired competence. This becomes evident from the novel approach suggested in this lecture offering a new model of translation competence based on the integration of two apparently opposite views, the holistic view of PACTE’s multicomponent model and the minimalist view of Pym’s approach. The result is a versatile translation competence model that restores the centrality of the translation process while relating it to interacting background dimensions. The effectiveness of the suggested systemic functional model also lies in the fact that it can be usefully applied to assess translation competence acquisition from both the qualitative and the quantitative viewpoint.

Blogging on … Residential Week – Multilingualism

Programme Appropriation and transmission of world languages and cultures, Séminaire doctoral international, 2011

Le manuscrit est disponible via le lien suivant

Space crafts are complex. The development processes of these systems even more. Concurrent Engineering (CE) is a methodology to sustainably increase the efficiency of this activity, especially during the analyses, evaluation and design phases of a project life-cycle. An interdisciplinary team comes together and simultaneously work on the same project converging through different iteration cycles up to a certain design maturity. Sharing the different expertises and ideas during moderated and “off-line” sessions, monitored and guided by the systems team and the customer, the study leads to successful analyses and preliminary design stages in short periods of time.

However, within this group process, being among others multi-cultural and -lingual, and processes based on a formal approach with a common goal and profiles of team members, Concurrent Engineering still offers great potential for improvements with respect to e.g. design interventions, schedule flexibility, team interaction and knowledge management.

The DAAD RISE and RISE worldwide internships provide unique opportunities to participate in this activity by systematically analysing a comprehensive data set, from a solar mission design study. Special tools and databases will be used and the work will be done within the dynamic environments at the University of Luxembourg and the German Aerospace Center (DLR) – Institute of Space Systems in Bremen, Germany.

Feel free to get in touch with us: gudrun.ziegler@uni.lu / charles.max@uni.lu (Luxembourg) or andy.braukhane@dlr.de (Bremen)

If you are interested, please register – NOTE – DEADLINE IS MID/END of JANUARY 2011 – using the following links for further information and application:

For German students (RISE worldwide)

http://www.daad.de/rise-weltweit/de/12133/index.html

http://www.daad.de/rise-weltweit/en/index.html

For North American students (RISE)

http://www.daad.de/rise/de/

http://www.daad.de/rise/en/index.html

Ref. F3-060017

2-year-fixed term contract, renewable, 40 hours/week

Student AND employee statu

The University of Luxemburg invites applications for the following vacancy in its Faculty of Language and Literature, Humanities, Arts and Education

Junior Researcher (contracted PhD student) in Language Development and Interaction M/F

Activities

Prepare a doctoral thesis in Educational Sciences
Assist the professor in teaching activities, one to three hours per week
Take up research within one of the following research foci, currently developed within the research group:

• a)   language development
• b)   multilingual/multimodal interaction and learning involving relevant analytical tools and methodologies
• c)   collection, coding and analysis of empirical data

Specifically, this work would

fit with activities dealing with language development and the analysis of acquisitional processes in diversity contexts (e.g., bilingualism)
contribute to the empirical analysis of learning involving language(s) and the symbolic nature of human development
be grounded in data-driven empirical research, gathered in natural and/or semi-experimental diversified (e.g., early, adult) working/learning contexts
Profile

MA degree (or equivalent) and other relevant experiences in one of the following fields, their intersections or domains of specialisation:

• Language sciences or speech therapy
• Learning sciences
• Intercultural studies
• Interactional studies
• Multimodal knowledge management or corpus-based research
• Activity / usage related research and process-oriented methodologies.

The candidate has to integrate into a multilingual research team. She/he must therefore have excellent command of at least two of the following languages: English, French, German (written and spoken).
For further information please contact:
Assoc.-Prof. Dr. Gudrun Ziegler
Phone: (+352) 46 66 44 9363
Mail: gudrun.ziegler

Interested candidates should submit the following documents  by 15th October 2010:

• Motivation letter;
• A detailed Curriculum vitae;
• Overview/record of potentially related projects, activities and publications (including non-academic activities dealing with development etc.) A short (3-5 page) thesis proposal;
• A copy of diplomas;
• The names and contact details of two academic referees (including MA dissertation/thesis supervisor where applicable).

Send to:

University of Luxembourg

Campus Walferdange

Marianne Graffé
LCMI secretary
B.P. 2
L-7201 Walferdange

The University of Luxembourg is an equal opportunity employer.

Public lecture, 13.10.2010, 17h, Campus Walfer, room Latomus, building 3

Click here for more information

Participation libre d’accès, prière de se présenter à la salle indiquée 10 minutes avant le début de la séance.

Abstract:

Meyer, Anne (2010): Peer interactions in the language classroom: Expert-novice-practices in learning activities at primary school

The present research focuses on peer interactions engaged with the accomplishment of learning activities in the primary classroom. Driven by the need to understand learning taking place in peer group-s, the research draws on audio and video data stemming from the primary classroom in Luxembourg. The study aims at 1) describing and analyzing the interactional organization of learning activities, 2) describing and analyzing the resources and methods, i.e. expert-novice-practices mobilized by young learners when orienting to the accomplishment of a learning activity, and 3) describing the opportunities for learning. Peer interaction is depicted as one form of a community of practice within which learning is situated and observable as learners in and through the deployment of expert-novice-practices orient to, and adapt to micro-shifts in the participation framework when accomplishing a learning activity. Results point to the fact that not only are expert-novice-practices deployed when young learners work in interaction, but these practices are also found to be inextricably linked to the constitution of expert-novice identities. These findings are discussed with regard to implications for the primary classroom in Luxembourg.