• Course title: Introduction à l'ethnographie
• Number of ECTS: 3
• Course code: MALDMMC-124
• Module(s): Research Approaches
• Language: FR, EN
• Mandatory: Yes

À la fin du cours, les étudiants seront capables de : •    lire et évaluer des textes scientifiques dans le champ de l’ethnographie•    conduire une enquête ethnographique •    comprendre des concepts de bases et présupposés épistémologiques associés à l’approche ethnographique•    identifier le potentiel et les limites d’une approche ethnographique pour construire des données.  By the end of the seminar, the students should have the tools and skills to do the following: •    situate, read and appraise critically literature in the field of ethnography•    conduct a small-scale ethnographic inquiry•    understand key concepts and epistemological assumptions associated with an ethnographic approach •    distinguish the potential and limitation of ethnographic research from other modes of producing data and knowledge

Ce séminaire constitue une introduction à la théorie et à la pratique de l’ethnographie, une méthode de recherche qualitative utilisée dans les sciences sociales et les sciences du langage pour construire des données et conduire des analyses dans le champ social. Une des caractéristiques de cette approche est qu’elle engage généralement le chercheur à s’impliquer sur un « terrain ». L’objectif du cours est double. D’une part, il s’agit d’inviter les étudiant(e)s à se poser des questions d’ordre épistémologique, méthodologique et pratique par rapport à l’ethnographie. Dans ce contexte, plusieurs traditions et manières de « faire de l’ethnographie » seront passées en revue, discutées et resituées dans leur contexte historique. Différentes techniques de terrain seront présentées et évaluées (prise de note, vidéographie, observation, participante, etc.). Des questions éthiques liées au travail avec et sur autrui seront également discutées. Un second objectif du cours est de permettre aux étudiant-e-s de faire une expérience de terrain. À travers différentes sortes d’exercices en classe et à l’extérieur, les étudiant-e-s seront amenés progressivement à initier un projet pilote ce qui leur permettra d’expérimenter pour eux-mêmes ce que réaliser une enquête ethnographique signifie. Ils/elles pourront tester pour eux-mêmes le potentiel et les limites de ce type d’approche pour comprendre le fonctionnement d’un groupe ou pour adresser une problématique sociale en comparaison avec d’autres approches méthodologiques. Ils/elles feront également l’expérience de quelques-unes des tensions auxquelles est confronté le chercheur engagé dans une telle approche entre « subjectivité » et « objectivité». Le cours aura lieu en mode bilingue français/anglais (français dominant). Le cours se tiendra principalement en français, avec la possibilité d’avoir recours également à l’anglais et d’autres langues. The aim of this seminar is to introduce students to the theory and practice of ethnography, a qualitative research method used in the social sciences to produce data and conduct social analysis. One characteristic of this approach is that it usually involves close involvement and immersion of the researcher in the universe under study. In that context, the goals of the course will be two-fold. The first objective will be to introduce students to key epistemological, methodological and practical issues in ethnography. Various traditions of ‘doing ethnography’ will be reviewed, discussed and placed in their historical context, field techniques will be presented and evaluated (fieldnotes, videography, participant observation, etc.), ethical questions will be addressed as well as issues connected with writing up, analysing and presenting ethnographic data and analyses. The second objective of the course will be to invite students to experience what it means to be “doing ethnography” themselves. Through various in- and out-of-class exercises, and the carrying out of a “pilot ethnography”, students will learn first-hand what it means to enter a field and engage with a community of practice of their choice; they will be able to test for themselves the potential and limitations of understanding social issues on the basis of observation as opposed to other forms of data construction;  they will experiment some of the tensions that might arise when attempting to produce ‘valid data’ while managing simultaneously interactions in the field. The course will be in a bilingual mode French/English (French dominant). The course will be mainly in French, with possibilities to also use English and other languages.

Active participation in seminar discussions, close reading of the assigned texts and accomplishment of the various tasks proposed are required. In addition, each participant in the seminar will be expected to conduct a pilot field study.  For this study, the students will identify an issue to study, select a site, design a pilot research proposal, dedicate time to fieldwork, write up field notes and submit a small report on the field work project.

Selected Bibliography

Shah, Alpa. 2017. “Ethnography? Participant Observation, A Potentially Revolutionary Praxis.” HAU: Journal of Ethnographic Theory 7(1): 45-59.

Geertz, Clifford. 1973. “Thick Description: Toward an Interpretive Theory of Culture.” In The Interpretation of Cultures, p. 3-32. New York: Basic Books.

Brettell, Caroline (ed.). 1993. “When They Read What We Write.” In The Politics of Ethnography, p. 1-24. Westport: Bergin & Garvey.

Tsing, Anna. 2007. Friction: An Ethnography of Global Connection. Berkeley: University of California Press.

Holmes, Seth. 2013. Fresh Fruit, Broken Bodies: Migrant Farmworkers in the United States. Berkeley: University of California Press.

• Course title: Introducing Multilingualism: a Social Approach
• Number of ECTS: 3
• Course code: MALDMMC-34
• Module(s): Research Approaches
• Language: EN
• Mandatory: Yes

Students will have learned to think more critically about language ideologies and will have gained a deeper understanding of issues such as:

what the links between language and identity are 

what the chances and pitfalls of revitalizing a language are 

how societies attempt – and sometimes fail – to manage the multilingualism in their midst ·

how multilingual systems of education, including mother tongue and heritage education programmes, sometimes lack the necessary flexibility

how policy and media discourses frequently aim to impose homogeneity and monoglossia upon societal diversity and heterogeneity, as well as ways that people resist powerful discourses

The course takes a social and critical approach to multilingualism. It will help students to understand basic assumptions of contemporary sociolinguistics, including language as a social construct, language change and language variation, the construction and negotiation of identity, the differences between individual and societal multilingualism. Further key issues include language policy in multicultural contexts, as well as the relationship between multilingualism, migration and education.The course provides an introduction to the key social issues in the study of multilingualism. At the same time, the aim is to change the way many people think about these topics, and to question deeply held assumptions about language and multilingualism (what sociolinguists and linguistic anthropologists refer to as ‘language ideologies’).

Continuous assessment (100%): essay

Selected Bibliography 

Essential textbook:

Kristine Horner & Jean-Jacques Weber. Introducing Multilingualism: A Social Approach, 2nd edition (Routledge, 2018)

Additional Recommended Reading:

A. Blackledge & A. Creese. Multilingualism: A Critical Perspective (Continuum, 2010)

K. Horner & J. Dailey-O’Cain. Multilingualism, (Im)mobilities and Spaces of Belonging (Multilingual Matters, 2020)

M. Martin-Jones et al. The Routledge Handbook of Multilingualism (Routledge, 2012)

J.-J. Weber. Flexible Multilingual Education: Putting Children’s Needs First (Multilingual Matters, 2014)

• Course title: Intercultural Competencies and Intercultural Communication
• Number of ECTS: 3
• Course code: MALDMMC-161
• Module(s): Research Approaches
• Language: EN
• Mandatory: Yes

The objectives are to develop in students:•    a critical understanding of the nature of intercultural competence (IC) and intercultural communication (ICC)•    knowledge of relevant theory and models of IC and ICC•    knowledge of and ability to operate methods of analysis of instances of ICC•    an ability to reflect on their own IC and their experiences of ICC•    an ability to critically analyse research on IC and ICC 

It is a commonplace that globalisation has changed economic relations and created a global marketplace. It is also commonly asserted that globalisation has contracted time and space such that, in communication terms, there are no frontiers. Physical frontiers also appear. Whatever happens, whether virtually or in their physical environment, people no longer meet others only from their own communities and environments, but also others from communities until now considered ‘foreign’ or ‘other’ and ‘distant’, or even “exotic”. In this environment, communication and interaction have to change in their nature and perhaps in their purpose. ‘Intercultural dialogue’ and ‘living together as equals in dignity’, to cite the title and subtitle of the Council of Europe’s policy White Paper, are crucial for peaceful and harmonious intercultural/inter-ethnic/inter-community relations and successful societal life. Such ambitious statements rest on the supposition that people can acquire ‘intercultural competence’, a capacity beyond what they need for harmonious living within their own communities.  This competence is necessary within those societies – the vast majority – which are plural in their social composition, with many different groups of many different kinds living together in a single polity. It is also the necessary basis for interaction across the frontiers of states with their different national cultures and languages.     The analysis of intercultural competence and of intercultural communication as a process among people of different origins and backgrounds is not new but it is becoming increasingly important in at least two ways. First it is important to analyse and understand the phenomenon in itself, and ‘intercultural communication studies’ is a burgeoning interdisciplinary field of study. Second it is important to apply the analysis to support the promotion and development of intercultural competence so that intercultural communication is successful and itself facilitates the creation of harmonious social and economic relations within and across societies.

Assessment will be based on an oral presentation accompanied by a written rationale for the presentation of no more than 2500 words, and a self-assessment.

Selected Bibliography

Barrett, M. 2012 Intercultural Competence

https://theewc.org/content/uploads/2020/02/EWC-Statement-Series-2012.pdf

https://theewc.org/resources/988/

[see Series 2012]

Byram, M. and Golubeva, I. (2020)  Conceptualising intercultural (communicative) competence and intercultural citizenship. In: J. Jackson (ed) Routledge Handbook of Language and Intercultural Communication. 2nd Ed. London: Routledge pp 70-85

Kramsch, C. 2009, Discourse, the symbolic dimension of intercultural competence. In: Adelheid Hu and Michael Byram (eds) 2009 Interkulturelle Kompetenz und fremdsprachliches Lernen. / Intercultural Competence and Foreign Language Learning. Tubingen: Gunter Narr Verlag

Spitzberg, B.H. and Changnon, G. (2009) Conceptualising intercultural competence. In D. Deardorff (ed) The Sage Handbook of Intercultural Competence. Los Angeles: Sage.466

• Course title: Multilingualism and Discourse Analysis
• Number of ECTS: 3
• Course code: MALDMMC-266
• Module(s): Research Approaches
• Language: EN, FR
• Mandatory: Yes

By the end of the seminar, the students will have the tools and skills to do the following: •read and evaluate academic texts in the field of multilingualism•understand the basic concepts associated with the analysis of lectures and particularly the analysis of argumentation

The course provides an introduction to different situations in which multilingualism may be encountered with the aim of reflecting together on these situations and identifying strategies for interaction in such environments. The goal of the seminar is to introduce students to the theory and practice of multilingualism in different contexts and to analyse discourses relating to this topic in a higher education setting. In the first part of the course, we will explore multilingualism studies through academic articles and monographs on four perspectives – institutional multilingualism, multilingualism in the workplace, multilingualism in higher education, multilingualism in the family. In the second part of the course, we will learn about discourse analysis, and specifically the argument formula (Ancombres, Ducrot 1983) with the connector “but/pero/aber/mais”. Finally, the students will explore the experience of multilingualism through the transcription and analysis of selected videos, thus providing a hands-on project on the topic.The course will be mainly in English, but students will also have the possibility of using French. 

Evaluation :

Active participation in seminar discussions and tasks in class (10%)Close reading of the assigned texts and presentation of one of them (30%)In groups of 4, the students will perform an analytical work (60%):- transcribe videos from a list provided by the Professor or of their own choice (subject to the Professor’s approval);-analyse the visual and textual content of the videos;-present the results in class

Selected Bibliography

Anscombre, J.-C. & Ducrot, O. (1983). L’argumentation dans la langue. Brussels: MardagaCharolles, M. (1997). L’Encadrement du Discours, Univers, Champs, Domaine et Espaces, in Cahiers de Recherche linguistique no. 6, Université de Nancy 2DYLAN project. (2011). DYLAN project booklet: main findings. Brussels: 6th Framework Programme of the European Union.Grin, F. & Vaillancourt, F. (1997). “The economics of multilingualism: Overview of the literature and analytical framework”, in W. Grabe, Multilingualism and multilingual communities. Cambridge, MA: Cambridge University Press.

Zlatkin-Troitschanskaia, O., Happ, R., Nell-Müller, S., Deribo, T., Reinhardt, F., & Toepper, M. (2018). Successful integration of refugee students in higher education: Insights from entry diagnostics in an online study program. Global Education Review, 5 (4), 158-181. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://files.eric.ed.gov/fulltext/EJ1200220.pdf 

• Course title: Ecriture créative et apprentissage d'une langue seconde
• Number of ECTS: 2
• Course code: MALDMMC-241
• Module(s): Language and Education
• Language: FR, EN
• Mandatory: No

A la fin du cours les étudiants seront capables de:

Connaitre les principales théories d’apprentissage des langues secondes notamment celles développées par Jim Cummins

Explorer des pratiques multilingues et multimodales comme ressources dans l’apprentissage des langues secondes

Décrire et analyser des pratiques enseignantes innovantes quant à la prise en compte des ressources multilingues des élèves

Mener une réflexion critique autour des questions liées à l’apprentissage des langues secondes (notamment le lien entre langue et identité)

Ce cours débutera par une revue des théories de l’acquisition des langues secondes. Nous allons nous intéresser plus particulièrement aux notions de compétence conversationnelle et académique. A partir de ces théories nous questionnerons le lien entre développement linguistique et identité de l’apprenant en tant que locuteur plurilingue. Pour cela nous nous baserons sur une expérience personnelle d’écriture où des productions multilingues écrites par les étudiants seront attendues. Ces écrits seront guidés en cours et poursuivis en dehors du cours afin de retracer les parcours linguistiques et questionner les identités en présence. Les étudiants seront également amenés vers l’écriture créative par différentes techniques d’écriture (en prose et/ou en vers). Ces textes pourront donner lieu à la fin du cours à une exposition et à une rencontre autour de l’expérience vécue.La dernière partie de ce cours mettra en lien l’expérience d’écriture et les théories passées en revue afin d’en montrer le potentiel en tant que levier pédagogique auprès d’élèves apprenant une langue seconde. Des exemples de pratiques conjuguant ces deux aspects seront proposés pour illustrer cette approche.

Une participation active aux discussions du séminaire, une lecture attentive des textes assignés et l’accomplissement des différentes tâches d’écriture proposées seront attendus. L’évaluation sera basée sur deux types d’activités :1) – une présentation de groupe:• présentation power-point des éléments essentiels de l’article lu (15min). • une activité ludique à proposer aux auditeurs (10min)2) – un portfolio de l’ensemble des écrits personnels produits durant le semestre accompagné d’une analyse critique de l’expérience vécue.  Les étudiants pourront écrire en français ou en anglais.—————————————————-Active participation in seminar discussions, close reading of the assigned texts and accomplishment of the various writing tasks proposed are required. Assessment will be based on two types of activities:1) – a group presentation:• power-point presentation of the main elements of the article read (15min). • a fun activity for the audience (10min)2) – a portfolio of all the personal writings produced during the semester with a critical analysis of the experience. Students can write in French or English.

Selected Bibliography

​

Baker, Colin. (2006). Foundations of Bilingual Education And Bilingualism. Bristol: Multilingual Matters.

Cummins, James. (1979). Linguistic interdependence and the educational development of bilingual children. Review of educational research, 49(2), 222-251.

Cummins, Jim. (1991). Interdependence of first- and second-language proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 70-89). Cambridge: Cambridge University Press.

Cummins, Jim. (2001). La langue maternelle des enfants bilingues. Qu’est-ce qui est important dans leurs études ? (pp. 15-21): Sprogforum.

Cummins, Jim. (2007). Faire la différence… De la recherche à la pratique. Favoriser la littératie en milieu multilingue. Le Secrétariat de la littératie et de la numératie.

Cummins, Jim. (2008). Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education. In J. Cummins & N. Hornberger (Eds.), Encyclopedia of Language and Education, 2nd edition 5, Bilingual Education (pp. 65-75). New York: Springer Science+Business Media LLC.

Cummins, Jim, Hu, Shirley, Markus, Paula, & Montero, M. Kristiina. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL Quarterly, 49(3), 555-581.

García, Ofelia, & Sylvan, Claire E. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern Language Journal, 95(3), 385-400.

Kádas Pickel, T. (2014) “Je suis qui je suis / Meet the other side of me” Littératie multilingue et multimodale : Analyse d’un projet photographique réalisé par des élèves nouvellement arrivés en France. In : K. Horner, I. de Saint-Georges, J.J. Weber (Ed.) Multilingualism and Mobility in Europe. Frankfurt : Peter Lang.

• Course title: Promoting Childhood Bilingualism at Home and at School
• Number of ECTS: 3
• Course code: MALDMMC-217
• Module(s): Language and Education
• Language: EN, FR, DE
• Mandatory: No

Through reading multiple texts, discussing texts in the course, and writing an essay, you will gain a critical understanding of:key concepts of bilingualism and multilingualism;ideologies and theories underpinning language practices at home and at school; andthe ways in which individual, social and societal factors interact in language learning

We will begin this course with definitions of bilingualism and myths, and explore changes over time. Drawing on sociocultural perspectives of language learning, we will explore a range of factors that impact children’s development of additional languages including the host country and immigrant group, ideologies, and literacy practices at home and at school. Translanguaging will be of particular importance. We will delve into the reasons and the extent to which bilingualism can be an advantage for some children and a disadvantage for others. Finally, we will investigate the ways in which children are encouraged or discouraged to use and learn languages in formal and informal educational settings.In the seminars, you will have lectures, work in groups, and present the ideas of you essay to your fellow students.

You will be assessed through an essay on a topic covered in the course. You can write in English, French or German.

Bibliography:

Below are some of the texts we will draw upon in the course, but you will use others depending on the topic of your essay.

Baker, C. (1995). 5th ed. Bilingualism and intelligence. Chapter 7 in Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matters.

Cavanaugh, J. (2020). Language ideology revisited. International Journal of the Sociology of Language, 2020(263), 51-57. https://doi.org/10.1515/ijsl-2020-2082

Cenoz, J. (2013). Defining Multilingualism. Annual Review of Applied Linguistics (2013), 33, 3–18. http://doi.org/10.1017/S026719051300007X

Döpke, S. (1998). Can the principle of ‘one person – one language’ be disregarded as unrealistically elitist? Australian Review of Applied Linguistics, 41–56. 

García, O., & Otheguy, R. (2019). Plurilingualism and translanguaging: commonalities and divergences. International Journal of Bilingual Education and Bilingualism.  https://doi.org/10.1080/13670050.2019.1598932 

García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203-228. https://doi.org/10.1080/15427587.2021.1935957

King, K-A., Fogle, L., Logan-Terry, A. (2008). Family Language Policy. Language and Linguistics Compass, 2(5), 907-922. 

Kirsch, C. (2012). Ideologies, struggles and contradictions: an account of mothers raising their children bilingually in Luxembourgish and English in Britain, International Journal of Bilingualism and Bilingual Education, 15 (11): 95-112.

Kirsch, C. (2018). Dynamic interplay of language policy, beliefs and pedagogy in a nursery class in Luxembourg. Language and Education 32. 444-461. 

Lanza, E. (1998). Raising children bilingually in Norway. International Journal of The Sociology of Language. 1998. 73-88. 10.1515/ijsl.1998.133.73. 

 

 

• Course title: Lernen ohne Grenzen
• Number of ECTS: 3
• Course code: MALDMMC-195
• Module(s): Language and Education
• Language:
• Mandatory: No

Der Kurs soll Studierende befähigen:

den Begriff der “Grenze” (aus sprachlicher, territorialer, kognitiver, emotional/identitärer und curricularer Sicht) kritisch zu reflektieren;

bestimmte Grenzziehungen als sozial konstruiert zu erkennen und zu erklären;

die Bedeutung von Grenzen als eine Gegebenheit, Notwendigkeit, Hürde oder Hindernis für Lernen zu ergründen;

Grenzziehungsprozesse und ihre Wirkung auf Lernen zu untersuchen, mit besonderem Blick auf Wissenserwerb, soziale Identifikation und Kriterien von (Leistungs-)evaluation  

The course shall enable students to do the following:

reflect on the notion of borders (linguistic, territorial, cognitive, emotional/identity-based, curricular etc.), their intersection and impact in multilingual educational contexts;

examine critically borders as physical and discursively constructed categories;

explore their social meanings (as a prerequisite, necessity, hurdle or impediment for learning); and

understand bordering processes and their impact on learning (involving categories of knowledge building, individual/collective identification and social/psychological criteria underpinning processes of evaluation).

Im Kurs werden wir:Grenzerfahrungen und Grenzziehungsprozesse vor dem Hintergrund theoretischer Texte und empirischer Fallstudien aus mehrsprachigen Lehr- und Lernkontexten untersuchen,mehrsprachiges Lernen im deutschen Grundschulkontext, vor allem anhand eines deutsch-italienischen bilingualen Projektes näher betrachten,eine Bandbreite verschiedener empirischer Daten ansehen, undmethodische Fragen, v.a. im Bereich der life history research diskutieren In the course we will do the following:examine bordering processes drawing on theoretical key readings and case studies from multilingual educational contexts;focus particularly on bilingual primary education in Germany (a German-Italian two-way immersion programme)analyse a wide range of qualitative data exploring the emergence, interplay and negotiation of boundaries of various kinds; andreflect on methodological issues around life history as a research method.

Portfolio (to build critical reflection on bordering processes; including empirical data collection, analysis and presentation: based on participant observation, note-taking/researcher diary, photography, interviews).

Bibliographie

Budach, Gabriele (ed.) (2010) Kinder lernen lesen und schreiben in zwei Sprachen. Konzeption: G. Budach & R. Streb. Media-Design: Ch. Nick. (DVD with contents in four languages) 

Goodson, I. & Sikes, P. (2001) Life History in Educational Settings: Learning From Lives, Buckingham, Open University Press,

Goodson, Ivor (2005) Learning, Curriculum and Life History. The selected works of Ivor F. Goodson. London: Routledge.

• Course title: Artificial Intelligence for Languages & Cultures
• Number of ECTS: 2
• Course code: MALDMMC-274
• Module(s): Organizational Discourse and Business Communication
• Language: EN
• Mandatory: No

The objectives of this introductory course on Artificial Intelligence (AI) for non-scientists and non-computer scientists are multifaceted. Firstly, it aims to explain the foundational concepts and the current landscape of AI, with a particular emphasis on natural language processing using large language models. The course also seeks to analyze and address the unique challenges posed by multilingual natural language processing through AI, including the application of multilingual machine translation techniques. Furthermore, students will learn to evaluate the effectiveness of cross-lingual transfer learning methods and utilize various tools and platforms designed for multilingual AI solutions. Finally, the course will emphasize the identification and mitigation of cultural biases in AI, the enhancement of cross-cultural communication through AI, and the navigation of ethical and legal implications associated with AI in diverse cultural contexts.

• Artificial Intelligence (AI) Landscape and the Position of Deep Learning Within Ito Introduction to AIo Historical Evolution of AIo Types of AI: Narrow, General, Superintelligento Overview of Machine Learningo Deep Learning: Definition and Importanceo Key Deep Learning Architectures• Applied Overview of Some Accessible Artificial Intelligenceso Introduction to AI Applicationso Text and Language Processing AIo Image and Video Processing AIo Speech and Audio Processing AIo Practical Experimentation with AI Tools• Key Concepts in AIo Algorithms and Modelso Training, Validation and Testing Datao Supervised, Unsupervised, and Reinforcement Learningo Neural Networks Basics• AI in Language and Communicationo Natural Language Processing (NLP) Fundamentalso Machine Translation Techniqueso Chatbots and Conversational AIo Prompt engineering techniques• AI in Multilingual Contextso Challenges in Multilingual NLP using AIo Techniques in Machine Translationo Cross-Lingual Transfer Learningo Tools and Platforms for Multilingual AIo Examples of Multilingual AI Applications• AI in Multicultural Contextso Understanding Cultural Biases in AIo AI Applications for Cross-Cultural Communicationo Cultural Nuances in AI Modelso Developing Culturally-Aware AI• Ethical and Legal Dimensions of AIo Ethical Considerations in AI Developmento Addressing Bias and Fairness in AIo Legal Implications of AI Usageo Data Privacy and Securityo Regulatory Frameworks and Guidelines• Practice in Groups Through Mini-Project of a Persona-Based Chatboto Introduction to the Mini-Projecto Defining the Persona and Scopeo Selecting Appropriate Tools and Technologieso Development Phases: Design, Build, Testo Evaluation and Presentation of the Chatbot Project

Project: 100%

Bibliography :

1.Carter, Matt. Minds and Computers :  : An Introduction to the Philosophy of Artificial Intelligence /. Edinburgh: Edinburgh University Press, 2022. Web.

2.Akram, Faiz et al. Toward Artificial General Intelligence : Deep Learning, Neural Networks, Generative AI . Ed. Pethuru Raj, Satya Prakash Yadav, and Victor Hugo C. de Albuquerque. Berlin ; De Gruyter, 2023.

3.Klimczak, P., & Petersen, C. (2023). AI-Limits and Prospects of Artificial Intelligence (p. 290). transcript Verlag. https://library.oapen.org/handle/20.500.12657/76279

4.Abramson, Darren et al. Artificial Intelligence and Human Enhancement : Affirmative and Critical Approaches in the Humanities. Ed. Herta Nagl-Docekal and Waldemar Zacharasiewicz. Berlin ; De Gruyter, 2022.

5.Klimczak, P., & Petersen, C. (2023). AI-Limits and Prospects of Artificial Intelligence (p. 290). transcript Verlag.

6.Shah, P. (2023). AI and the Future of Education: Teaching in the Age of Artificial Intelligence. Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Boulevard, Indianapolis, IN 46256.

7.Martins, R.M., von Wangenheim, C.G., Rauber, M.F. et al. Machine Learning for All!—Introducing Machine Learning in Middle and High School. Int J Artif Intell Educ (2023). https://doi-org.proxy.bnl.lu/10.1007/s40593-022-00325-y

• Course title: Interkulturelle Kommunikation in beruflichen Kontexten
• Number of ECTS: 3
• Course code: MALDMMC-150
• Module(s): Organizational Discourse and Business Communication
• Language: DE
• Mandatory: No

In diesem Kurs lernen die Studierenden:

Verschiedene Forschungsansätze zu interkultureller Kommunikation kennen

Die Rolle der Sprache in interkulturellen Settings zu reflektieren Analyse- und Reflexionstools für interkulturelle Interaktionssituationen

Handlungsstrategien für interkulturelle Interaktionssituationen entwickeln

In diesem interdisziplinär angelegten Kurs sollen Theorien zur interkulturellen Kommunikation in beruflichen Kontexten und deren praktische Anwendung erkundet werden. Insbesondere wird es darum gehen, die Herausforderungen interkultureller Interaktion in Wirtschaft, Verwaltung und Bildung näher zu beleuchten. Auf der Basis von Ansätzen aus der Linguistik, Psychologie und Pädagogik werden die Teilnehmenden verschiedene Methoden kennen lernen, mittels derer interkulturelle Interaktion analysiert, reflektiert und verstanden werden kann. Das Seminar ist interaktiv angelegt, das heisst, dass die Teilnehmenden interkulturelle Interaktion in verschiedenen Übungen selbst erzeugen bzw. erkunden werden, um in einem weiteren Schritt Analysetools zu erarbeiten. Hierfür werden Filme, Critical Incidents bzw. Case Studies und Simulationen eingesetzt.  

Gruppenarbeit zu einem der Seminarthemen

Selected Bibliography

 

Franzke Bettina / Shvaikovska Vitalia: Interkulturelles Training in einer Einwanderungsgesellschaft. 55 Critical Incidents für die Arbeitsfelder Job- center, Kommunalverwaltung, Kunst und Polizei. Bielefeld: W. Bertelsmann Verlag 2016.

Spencer-Oatey, Helen/Franklin, Peter/Lazidou, Donna : Global Fitness for Global people, Castledown 2022.

(Inter-)Kulturalität neu denken! Interculture Journal, Sonderausgabe : Bd. 15, Nr. 26 (2016).

 

 

 

 

 

 

 

• Course title: Participation, Learning & Technology
• Number of ECTS: 3
• Course code: MALDMMC-244
• Module(s): Globalization, Digital Media and Migration
• Language:
• Mandatory: No

Upon completion of the course, the students should be able to:• display an understanding of the complexity of participation and learning in a technology-rich world• display an understanding of the central concepts of mediated discourse and nexus analysis in the study of the course theme• use some of the basic methodological tools introduced on the course for studying aspects of participation, learning and technology

The course will be organised as a workshop-type event where lectures, discussions, activities and hands-on project work will intertwine. The aim is to familiarise the students with questions and issues related to the study of participation and learning in a technology-rich world. The perspective of mediated discourse and nexus analysis will be introduced as a theoretical and methodological lense in studying the complexity of the field. Such a perspective involves an examination of the interactional relationships between participants, the social actors’ past experiences and accustomed practices as well as the discourses circulating in place. Different variations of doing research with this approach are discussed. During the work, also some core readings are utilised.The course language is English but written assignments may also be produced in French.

Active participation in course work and a project presentation and report as agreed with the teacher at the beginning of the course.

Selected Bibliography

Course readings will be provided by the teacher

• Course title: Language and Identity: an Introduction to Luxembourg's Sociolinguistic Situation
• Number of ECTS: 3
• Course code: MALDMMC-229
• Module(s): Globalization, Digital Media and Migration
• Language: EN, FR, DE
• Mandatory: No

This module will provide an introduction to Luxembourg’s sociolinguistic situation and will set in relation different sociolinguistic concepts with Luxembourg’s multilingual and multicultural society. The various concepts will be introduced by looking at their theoretical framework and exemplified by a selection of case studies. On the one hand, the use of case studies will provide an insight into the practical application of theoretical concepts; on the other hand the empirical methodologies used to collect the date for these studies will be looked at and presented in this module. The classes will be split into in a lecture where the different topics will be introduced and a seminar where readings and different case studies will be discussed. As part of the course, every student is required to run their own small scale research project – in the seminars, these projects, as well as the research findings will be presented to the group.

Presentation: 30%

Essay: 70%

Selected Bibliography

No essential textbook is set for this course. Texts will be handed out to you, and put on Moodle.

• Course title: Deutsch allgemein A1.1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-255
• Module(s): Languages
• Language: DE
• Mandatory: No

Communication skills: The students will learn to understand simple written texts and engage in oral communication on topics such as buying goods and food, making appointments, hobbies and leisure activities, furniture and living arrangements, tourist attractions, and urban living.Grammar: The students will learn regular and irregular verbs in the present and perfect tense, articles and nouns with gender and cases, modal verbs, interrogative and imperative forms, sentence structure, pronouns, prepositions, connectors, participles etc. Course design: The objective is the continued acquisition of basic oral and written skills. Students will engage in speaking, listening, writing, and reading communicative activities through individual, pair, and group work. Additionally, students will be provided with links to interactive exercises, quizzes, and games as well as to tutorials and other informative tools. The course concludes with a language examination covering all four communicative activities.

By the end of this course, students should be able to:Understand and provide information about themselves and general personal mattersUnderstand and give information about their leisure activities and making appointmentsUnderstand and provide information about rooms, apartments, and furnitureUnderstand and provide information about clothes, fashion, and shoppingUnderstand and give information about attractions and towns in the German-speaking countriesPerform everyday linguistic actions Understand and write simple texts like emails or SMS messages. 

The objective is the continued acquisition of basic oral and written skills. Students will engage in speaking, listening, writing, and reading communicative activities through individual, pair, and group work. Additionally, students will be provided with links to interactive exercises, quizzes, and games as well as to tutorials and other informative tools. The course concludes with a language examination covering all four communicative activities.

Speaking, listening, writing and reading skills will be evaluated through task-based activities.Listening: Key information from listening texts (radio, TV, etc.) must be understood.Reading: Key information must be found in short reading texts, or questions about these texts must be answered  Writing: Simple texts are to be summarized, and basic text production is required.Students will be evaluated on their active participation in the course, their regular homework (which may include grammar or vocabulary exercises), and their final test (both written and spoken).

Attendance is mandatory

• Course title: Français général A1.1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-257
• Module(s): Languages
• Language: FR
• Mandatory: No

Communicative skills in French:- introduce oneself, get in touch with someone and introduce someone (name, age, nationality, profession, spelling);- talk about one’s daily environment (address, e-mail, telephone number, talk about one’s family, hobbies);- ask and give news about someone;- know how to find your way: directions/give instructions;- know how to ask for information (orally and in writing);- ask for the time;- write a simple, short message or fill in simple registrations forms with your personal details

After completing this course, you will be able to use familiar everyday expressions and basic phrases. You can introduce yourself and ask and answer questions about personal details. You can interact in a simple way, provided that the other person talks slowly and clearly and is prepared to help.

This is a general French course, where written and oral comprehension, vocabulary, grammar and spelling are worked on, as well as written and oral expression in French. This course is designed for students with no prior knowledge of French.From the beginning of this course, you will start communicating in French. The covered topics include: greeting, introducing yourself, talking about yourself and your family, describing a city and a neighbourhood, talking about your hobbies and interests. The necessary grammar is explained and ample attention is paid to vocabulary. All skills are covered: speaking, writing, reading and listening. Attention is also paid to the cultural context of Luxembourg.

Continuous assessmentYour final grade will be divided into:•attendance (compulsory) + participation in class: 20%,•2 tests based on oral and written comprehension: 30% •Final test: 50%

BibliographyBonjour et bienvenue A1.1 – tout en français – Livre-cahier + didierfle.appISBN 978-2278110803100% FLE – Grammaire essentielle du français A1 – livre + didierfle.appISBN978-2278109234

• Course title: Trilingual Presentation skills
• Number of ECTS: 3
• Course code: LC_CAT-43
• Module(s): Languages
• Language: FR, DE, EN
• Mandatory: No

Les étudiants peuvent :

 concevoir une présentation claire, bien structurée et attrayante appropriée au contexte

recourir à des phrases et à des pauses appropriées pour structurer la présentation

améliorer leurs propres présentations et celles des autres

développer des diapositives simples et efficaces

identifier ce qui les rend nerveux et trouver des moyens pour faire face à leur nervositéStudents can :

 construct a clear, well-structured, and engaging presentation that is appropriate to the context

use phrases and pausing to structure their presentations

point out features of their own and peers’ presentations that are (in)effective

produce simple, effective slides

identify what makes them nervous when presenting and propose ways of dealing with their nervesDie Studierenden können:

eine klare, gut strukturierte und attraktive Präsentation passend zum jeweiligen Kontext gestalten

Absätze und Pausen gekonnt einsetzen, um ihre Präsentation zu strukturieren

Verbesserungspotential in ihren eigenen Präsentationen und den Präsentationen der anderen erkennen

einfache und effektive Präsentationsunterlagen gestalten

identifizieren, was sie nervös macht und Wege finden mit ihrer Nervosität umzugehen

 Les étudiants devront préparer et donner deux présentations, chacune dans une langue différente parmi les trois langues d’enseignement:

une présentation complète dans la langue dans laquelle ils se sentent le plus à l’aise (français, anglais ou allemand)

une présentation de groupe, dans une langue dans laquelle ils se sentent moins à l’aise, préparée avec le soutien des membres du groupe

une réflexion écrite sur leurs deux présentations à partir du modèle d’analyse traité en cours                                                                            ***Students will need to prepare and give two presentations, each in a different one of the three languages of instruction:

a complete presentation in the language they feel most confident in (French, English, or German)

a group presentation in a language they feel less confident in; prepared with peer support

a written post-presentation reflection of their two presentations using the analytical framework discussed in class                                                                            ***Die Studierenden müssen in zwei der angebotenen Unterrichtssprachen je eine Präsentationen gestalten und halten:

eine vollständige Präsentation in der Sprache, in der sie sich am sichersten fühlen (Französisch, Englisch oder Deutsch)

eine Gruppenpräsentation in einer Sprache, in der sie sich nicht so sicher fühlen; vorbereitet mit der Unterstützung der Gruppe

eine schriftliche Reflexion über ihre beiden Präsentationen auf Basis des analytischen Rasters, das im Unterricht zur Verfügung gestellt wird

Ce cours offre une base solide dans les techniques de présentation à partir d’une combinaison de discussions, d’exercices, d’introspection et d’apport de l’enseignant. Les différentes parties du cours sont enseignées en français, en anglais ou en allemand avec une aide particulière pour les étudiants qui sont moins à l’aise avec certaines de ces langues.Le cours porte sur les compétences de communication nécessaires pour la présentation et ce n’est pas un cours de langue. Nous allons couvrir les points suivants:concevoir des présentations compréhensibles et attrayantesstructurer des présentationss’adresser au public communiquer efficacement non-verbalement et visuellementgérer sa nervosité lors de la prise de parole en publicpréparer des presentations                                                                            ***This course provides a solid foundation in presentation skills using a combination of discussion, exercises, introspection and teacher input. Different parts of the course are taught in either French, English or German with support for students who are less familiar with some of these languages.The course focuses on the communication skills required for presenting and is not a language course. We will cover the following: Creating understandable and engaging presentations Structuring presentationsEngaging the audienceEffective non-verbal and visual communicationManaging nerves when speaking in publicPreparing presentations                                                                            ***Dieser Kurs vermittelt eine solide Grundlage zum Thema “Präsentieren”. Dabei werden Diskussionen, Übungen, Introspektion und der Input der Lehrenden miteinander im Unterricht kombiniert. Verschiedene Teile des Kurses werden in Französisch, Englisch und Deutsch präsentiert, wobei Hilfestellungen für Studierende angeboten werden, die eine dieser Sprachen nicht so gut verstehen.Der Kurs hat seinen Fokus auf der Vermittlung von kommunikativen Fähigkeiten, die für das Präsentieren wichtig sind und ist kein Sprachkurs.Folgende Inhalte werden angeboten:Gestaltung verständlicher und anregender Präsentationen Involvieren des PublikumsStrukturieren von PräsentationenEinsatz effektiver non-verbaler und visueller KommunikationsmittelUmgang mit Nervosität beim SprechenSich auf die Präsentationen vorbereiten

 Les étudiants devront préparer et donner deux présentations, chacune dans une langue différente parmi les trois langues d’enseignement:

une présentation complète dans la langue dans laquelle ils se sentent le plus à l’aise (français, anglais ou allemand)

une présentation de groupe, dans une langue dans laquelle ils se sentent moins à l’aise, préparée avec le soutien des membres du groupe

une réflexion écrite sur leurs deux présentations à partir du modèle d’analyse traité en cours

                                                                            ***

Students will need to prepare and give two presentations, each in a different one of the three languages of instruction:

a complete presentation in the language they feel most confident in (French, English, or German)

a group presentation in a language they feel less confident in; prepared with peer support

a written post-presentation reflection of their two presentations using the analytical framework discussed in class

                                                                            ***Die Studierenden müssen in zwei der angebotenen Unterrichtssprachen je eine Präsentationen gestalten und halten:

eine vollständige Präsentation in der Sprache, in der sie sich am sichersten fühlen (Französisch, Englisch oder Deutsch)

eine Gruppenpräsentation in einer Sprache, in der sie sich nicht so sicher fühlen; vorbereitet mit der Unterstützung der Gruppe

eine schriftliche Reflexion über ihre beiden Präsentationen auf Basis des analytischen Rasters, das im Unterricht zur Verfügung gestellt wird

• Course title: Deutsch allgemein A1.1 (Kirchberg)
• Number of ECTS: 3
• Course code: LC_CAT-93
• Module(s): Languages
• Language: DE
• Mandatory: No

Open to: Bachelor, Master & PhD candidates

By the end of this course,students should be able to:

understand and provide informationaboutthemselves and general private matters

understand and give information about their spare time activities and making appointments

understand and provide information about rooms, apartments and furniture

understand and provide information about clothes and fashion and how to buy things

understand and give information about attractions and towns in the German speaking countries

interact in th everyday life like telling time, etc.

understand and provide simple texts like e-mails or sms.

This course starts with basic language skills. The course will be based on the manual DaF-KompaktA1 (Hueber)Communication skills : The students will learn to understand simple written texts and oral communication about presenting yourself, giving personal information, giving information about time and seasons, buying things and food,hobbies and spare time activities, making appointments, furniture and living, tourist attractions and urban living.Grammar: articles, verbs in the present, negation, modal verbs, irregular verbs in the present tense, possessive articles, sentence structure, etc. The course ends with a language examination in all four communicative activities on the level A1 GER.  

Speaking,listening,writing and reading skills will be evaluated in taskbased activities

Listening: key information from listening texts has to be understood(radio,TV…)

Reading: key information to be found in(or answer questions to)a short reading text Writing: simple text to be summarized and simple text production

Students will be evaluated on their active participation in the course, their regular  homework and on their final test(written and spoken).

Prerequisites : none

Bibliography :  Birgit Braunet.al.:DaFkompakt A1(DeutschalsFremdsprache) Kurs-undÜbungsbuch+2Audio CDs .Klett. Stuttgart 2015.

• Course title: Français général A2.1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-126
• Module(s): Languages
• Language: FR
• Mandatory: No

Cours en présentiel – campus BelvalCe cours a pour but de renforcer vos connaissances et vos pratiques en langue française, principalement écrite, afin d’enrichir vos productions d’écrits, non seulement dans le cadre de vos études ou de votre métier mais aussi dans les situations de communication avec d’autres personnes.

A l’issue de ce cours vous serez capable de :• Demander et donner des informations sur des habitudes quotidiennes, un emploi du temps• Parler de vos goûts, de vos projets• Faire des suggestions et réagir à des propositions (acquiescer, accepter, s’excuser)• Donner une raison ; expliquer vos choix• Demander et donner des conseils• Parler de votre expérience professionnelle, de votre environnement de travail• Raconter des événements passés, un souvenir, une anecdote, une expérience.

Dans une première partie, nous évaluerons vos besoins et ferons quelques révisions de grammaire telles que :Utilisation du présent, du présent progressif, du passé récent et du futur procheL’interrogation : qui, quoi, comment, est-ce que, quand, combien, …Conjugaison des verbes essentiels : faire, pouvoir, devoir, vouloir, savoir, connaître …Expression du temps : dans, depuis, il y aUtilisation des adjectifs possessifsLes lieux importants de la vie quotidiennela descriptionles directionsles professionsPuis nous approfondirons ces acquis et les enrichirons en travaillant principalement sur des documents authentiques issus de la vie quotidienne

L’évaluation seferaainsi: Deux devoirs à la maison à rendre en semaine 4 et semaine 8 (coefficient 1)Un devoir en classe lors du dernier cours (coefficient 2)Lesdevoirscomprendrontdesexercicesdegrammaire, de vocabulaire et larédactiond’uncourttextepersonnel.La présence aux cours est obligatoire afin de valider les crédits ECTS attribués au cours de français général A2. Au-delà de trois absences, l’étudiant/étudiante ne peut plus valider le cours. 

BibliographieAlter Ego+, Niveau A1-A2, Editions Hachette Objectif Express 1 et 2, Editions HachetteGrammaire essentielle du français A2, 100% FLE, DidierFle

• Course title: Deutsch allgemein A2.1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-239
• Module(s): Languages
• Language: DE
• Mandatory: No

This course aims to develop language skills in the objective to reach level A2 in German (A2.1 in the winter term and A2.2 in the summer term).Communication skills: understand written and oral texts about everyday life, and – to a certain extent – also about university life; speak about a variety of everyday topics and learn to cope linguistically with different kinds of everyday situations; write texts that are commonly met with in everyday communication.Grammar: perfect tense, possessive pronouns, prepositions, declination of adjectives, common conjunctions, reflexive verbs, temporal conjunctions, local prepositions, passive voice, phrase construction, dative and accusative objects, verbs with prepositions, past tense, demonstrative pronouns, relative clause and relative pronouns.

By the end of this course, students should be able to:• understand and provide information about university life, family, profession, tourism and culture, sports and food, learning experiences, media and communication, travel and climate as well as mobility and professional life;• understand and provide information about past activities;• ask for help, express recommendations and suggestions as well as hope and surprise; talk about learning experiences and about habits; express happiness, enthusiasm and disappointment, satisfaction and dissatisfaction as well as interest and disinterest; book rooms, give directions, talk about the weather; explain things;• give a short presentation about topic related to university life;• compose basic texts and revise them with the support of the teacher

This course aims to develop language skills in the objective to reach level A2 in German (A2.1 in the winter term and A2.2 in the summer term).Communication skills: understand written and oral texts about everyday life, and – to a certain extent – also about university life; speak about a variety of everyday topics and learn to cope linguistically with different kinds of everyday situations; write texts that are commonly met with in everyday communication.Grammar: perfect tense, possessive pronouns, prepositions, declination of adjectives, common conjunctions, reflexive verbs, temporal conjunctions, local prepositions, passive voice, phrase construction, dative and accusative objects, verbs with prepositions, past tense, demonstrative pronouns, relative clause and relative pronouns.

Grading• Continuous assessment (40% of the final grade):• 1 writing portfolio with three texts (10%). The revised versions of the texts will be graded.• 1 short presentation (2-3 minutes) about a university-related topic (10%)• Online tasks: grammar, vocabulary, writing etc. (10%)At least 50% of the tasks need to be completed in order to get the full score.• A reading project with online tasks (10%)At least 50% of the tasks need to be completed in order to get the full score.• Final test (60% of the final grade)

BibliographyHabersack, Charlotte (2013): Menschen A2. Deutsch als Fremdsprache. Kursbuch. Ismaning: Hueber.Breitsameter, Anna (2013): Menschen A2. Deutsch als Fremdsprache. Arbeitsbuch. Ismaning: Hueber.Page 2 of 2Winter term: Dittrich, Roland (2016): Die Skorpion-Frau: Liebe und Tod in Heidelberg. Berlin: CornelsenWinter term: Dittrich, Roland (2016): Die Skorpion-Frau: Liebe und Tod in Heidelberg. Berlin: Cornelsen.Summer term: Dittrich, Roland (2011): Leise kommt der Tod. Berlin: Cornelsen

• Course title: Deutsch B1 wissenschaftlich (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-125
• Module(s): Languages
• Language: DE
• Mandatory: No

Im Kurs werden unterschiedliche Themen aus den Bereichen Alltag, Studium und Beruf behandelt und Hilfsmittel gegeben, um sich in diesen Situationen mündlich und schriftlich adäquater auszudrücken. Die Teilnehmer werden in Einzel-, Paar- und Gruppenarbeit alle vier Fertigkeiten (Hören, Sprechen, Lesen, Schreiben) trainieren und grammatikalische Strukturen erlernen, die auf diesem Niveau häufig Schwierigkeiten bereiten

 

Am Ende des Kurses sollen die Teilnehmer in der Lage sein,- die Hauptinformationen eines geschriebenen oder gesprochenen Textes zu verstehen, wenn klare Standardsprache verwendet wird und es um vertraute Dinge aus Alltag und Beruf geht.- die meisten Situationen, denen man im Alltag im deutschsprachigen Raum begegnet, bewältigen zu können.- sich zusammenhängend über vertraute Themen und persönliche Interessengebiete äußern zu können.- über Erfahrungen und Ereignisse zu berichten und Träume, Hoffnungen und Ziele zu beschreiben sowie kurze Begründungen oder Erklärungen zu geben.

Der Kurs richtet sich an Lerner mit dem Niveau B1, die ihren mündlichen und schriftlichen Ausdruck verbessern und ihre Grammatikkenntnisse vertiefen möchten. Am Ende des Kurses sollten die Teilnehmer das Niveau B1.2 erreicht haben

Für einen erfolgreichen Abschluss ist die regelmäßige Teilnahme am Unterricht sowie die Abgabe mehrerer Hausarbeiten erforderlich. Der Kurs schließt mit einer Prüfung der erlernten Fertigkeiten ab.3 ECTS-Punkte (1 ECTS-Punkt für Teilnahme, 2 ECTS-Punkte für Hausaufgaben)

BibliographieKoithan, Ute et.al.: Aspekte neu B1 plus: Mittelstufe Deutsch. Lehr- und Arbeitsbuch. München: Klett

• Course title: Deutsch B2 wissenschaftlich (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-222
• Module(s): Languages
• Language: DE
• Mandatory: No

Der Kurs richtet sich an Studierende, die bereits Vorkenntnisse in Deutsch besitzen (Niveau 1) und die ihren schriftlichen und mündlichen Ausdruck auf Niveau B2 verbessern und ihre Grammatikkenntnisse vertiefen möchten.

Am Ende des Kurses sollen die Teilnehmer in der Lage sein,die Hauptinhalte komplexer Texte zu konkreten und abstrakten Themen zu verstehen.Fachdiskussionen im eigenen Spezialgebiet  zu verstehen.sich zu einem breiten wissenschaftsbezogenenen Themenspektrum klar und detailliert auszudrücken, einen Standpunkt zu einer aktuellen Frage zu erläutern und die Vor- und Nachteile anzugeben.

Im Kurs trainieren Sie den Umgang mit wissenschaftlichen Texten und Vorträgen, die Sie mündlich (in Form einer Präsentation) oder schriftlich zusammenfassen. Sie analysieren Textzusammenhänge und wiederholen die grammatischen Strukturen und den Wortschatz, die für die Wissenschaftssprache typisch sind. Darüber hinaus erarbeiten Sie Techniken, mit denen Sie Ihren Wortschatz erweitern können.

Für einen erfolgreichen Abschluss ist die regelmäßige Teilnahme am Unterricht sowie die Abgabe mehrerer Hausarbeiten erforderlich. Der Kurs schließt mit einer Prüfung der erlernten Fertigkeiten ab.3ECTS-Punkte(1ECTS-PunktfürTeilnahme,2ECTS-PunktefürHausaufgaben)

Bayerlein, Oliver (Hrsg.): Campus Deutsch. München: Hueber 2015Esselborn-Krumbiegel, Helga: Richtig wissenschaftlich schreiben (5. Auflage). utb 2017Gruber, Helmut, Huemer, Birgit, & Rheindorf, Markus: Wissenschaftliches Schreiben: Ein Praxisbuch für Studierende der Geistes- und Sozialwissenschaften. Wien: Böhlau 2009

• Course title: Deutsch C1 wissenschaftlich (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-217
• Module(s): Languages
• Language: DE
• Mandatory: No

On site – Belval campus Im Mittelpunkt des Kurses stehen das Lesen und Verfassen wissenschaftlicher Texte sowie das Üben von Präsentation und Diskussion im wissenschaftlichen Bereich. Ein besonderes Augenmerk liegt auf dem Umgang mit Deutsch als Wissenschaftssprache, u. a. Struktur und Aufbau wissenschaftlicher Texte, Schwierigkeiten mit wissenschaftlicher Lexik und Syntax, andere studienrelevante Problembereiche der deutschen Grammatik etc.

Ziel des Kurses ist die Erarbeitung effizienter Lesestrategien sowie ein sicherer Umgang mit wissenschaftlichen Textmerkmalen, Strukturen und Ausdrucksformen bei der Verfassung wissenschaftlicher Texte.

On site – Belval campusIm Mittelpunkt des Kurses stehen das Lesen und Verfassen wissenschaftlicher Texte sowie das Üben von Präsentation und Diskussion im wissenschaftlichen Bereich. Ein besonderes Augenmerk liegt auf dem Umgang mit Deutsch als Wissenschaftssprache, u. a. Struktur und Aufbau wissenschaftlicher Texte, Schwierigkeiten mit wissenschaftlicher Lexik und Syntax, andere studienrelevante Problembereiche der deutschen Grammatik etc.

Für einen erfolgreichen Abschluss ist die regelmäßige aktive Teilnahme am Unterricht sowie die Abgabe mehrerer kleiner Hausarbeiten erforderlich.3 ECTS-Punkte(1 ECTS-Punkt für Teilnahme, 2 ECTS-Punkte für Hausaufgaben)

Bayerlein, Oliver (2013): Campus Deutsch – Lesen. München: Hueber VerlagBayerlein, Oliver (2014): Campus Deutsch – Präsentieren und Diskutieren. München: Hueber VerlagBayerlein, Oliver (2015): Campus Deutsch – Hören und Mitschreiben. München: Hueber VerlagBayerlein, Oliver (2015): Campus Deutsch – Schreiben. München: Hueber VerlagEsselborn-Krumbiegel, Helga (2010): Richtig wissenschaftlich schreiben. Paderborn: Verlag Ferdinand SchöninghGruber, Helmut, Huemer Brigit & Rheindorf, Markus (2009): Wissenschaftliches Schreiben: Ein Praxisbuch für Studierende der Geistes- und Sozialwissenschaften. Wien: BöhlauLange, Ulrike (2013): Fachtexte lesen – verstehen – wiedergeben. Paderborn: Verlag Ferdinand Schöningh

• Course title: English B2.1 academic (Mondays) – online course
• Number of ECTS: 3
• Course code: LC_CAT-241
• Module(s): Languages
• Language: EN
• Mandatory: No

This course aims to develop your academic writing, speaking, reading, and listening skills to a B2 CEFR (Common European Framework) level (upper intermediate).

By the end of the 20-week course, you should be able to do the following at B2 level:•Write well-structured, coherent and cohesive essays and reports•Speak to present your opinions in well-structured oral presentations, participate in academic discussions and debates•Understand and critically evaluate academic texts and sources•Understand lectures, presentations and academic discussions•Use a wide range of academic vocabulary, grammatical structures and an appropriate academic register

ONLINE COURSEYou will develop your academic vocabulary and grammar while improving your reading, writing, listening, and speaking skills within academic contexts such as essays, lectures, discussions, and oral presentations.This course is designed to reach the target level in 20 sessions spread over two semesters. You can take one semester only and get ECTS for that semester, but you will not have reached a B2 level.

 Note that you must attend at least 8 out of 10 sessions per semester and pass the course to be awarded credits.Per semester, your grade is composed of the following:•Assignments (50%): three written assignments and two oral assignments•Final test (50%) of all the five units covered (reading, listening, grammar and vocabulary)

Required TextbookHewings, M. (2012). Cambridge Academic English, an integrated skills course for EAP. Upper Intermediate Student’s Book + audio CD and DVD. Cambridge University Press. ISBN 978-0521165204 

• Course title: English B2.1 academic (Tuesdays) – online course
• Number of ECTS: 3
• Course code: LC_CAT-251
• Module(s): Languages
• Language: EN
• Mandatory: No

Language DevelopmentObjective: Enhance students’ accuracy and diversity in grammatical and lexical usage for both written and spoken academic contexts.Academic WritingObjective: Equip students with skills to craft different sections of academic texts.Academic ReadingObjective: Enhance students’ abilities to engage with, understand and use an academic text effectively.Academic ListeningObjective: Enable students to comprehend key features of lectures and extended talks.Academic SpeakingObjective: Enable students to participate in seminars and academic discussions. Prepare students to deliver a short oral presentation effectively. 

Exhibit improved accuracy and variety in language use.Organise ideas and write an essay outline. Write a coherent essay introduction and conclusion. Paraphrase and summarize information.Synthesise citations, evidence and explanation. Use cause-and-effect language to write an essay.  Read for main ideas and detail in a text. Summarise key information in a text. Identify language to compare and contrast in an academic text.Recognise fact and opinion.Listen to identify key points in a lecture.Identify signposting language to navigate an academic discussion. Utilise note-taking skills to capture spoken ideas and information. Take part in an academic discussion. Summarise and report on a seminar discussion. Analyse and evaluate the structure of a presentation. Use signposting language to deliver a coherent presentation. 

This course aims to develop the language skills and communication skills of students in an academic context. It aims to provide students with the necessary tools, knowledge, literacies and confidence to thrive and achieve their potential in an English-speaking university setting. 

Note that you must attend at least 8 out of 10 sessions per semester and pass the course to be awarded credits.Per semester, your grade is composed of the following:•Assignments (50%): three written assignments and two oral assignments•Final test (50%) of all the units covered (reading, listening, grammar and vocabulary).

• Course title: English C1 academic (Mondays) – online course
• Number of ECTS: 3
• Course code: LC_CAT-252
• Module(s): Languages
• Language: EN
• Mandatory: No

Language DevelopmentObjective: Enhance students’ accuracy and diversity in grammatical and lexical usage for both written and spoken academic contexts.Academic WritingObjective: Equip students with skills to craft effective academic texts.Academic ReadingObjective: Enhance students’ abilities to critically assess various sources and use information to support or develop arguments.Academic ListeningObjective: Enable students to comprehend lectures and extended talks, and actively participate in seminars and academic discussions.Academic SpeakingObjective: Enable students to participate effectively in seminars and academic discussions. Prepare students to deliver individual or group oral presentations effectively. 

Exhibit improved accuracy and variety in language use.Understand and implement coherent paragraph and text organization.Utilise a variety of writing functions and sentence structures accurately.Adhere to academic writing conventions.Paraphrase, summarize, and synthesise information.Write compelling introductions and conclusions for essays, theses and reports.Use text organization knowledge to comprehend texts.Identify primary arguments and supporting ideas.Select pertinent information.Apply various reading, note-taking, and annotation techniques.Analyse texts to understand words and phrases that express the author’s perspective.Use strategies to understand diverse spoken features and styles in real-time and recorded speech.Follow extended discourse in lectures and seminars.Utilise note-taking skills to capture spoken ideas and information.Speak with increased confidence and fluency.Communicate facts, concepts and arguments clearly.Use language to challenge, inquire, and respond in academic discussions and situations. Plan, research and deliver a presentation. 

This course aims to develop the language skills and communication skills of students in an academic context. It aims to provide students with the necessary tools, knowledge, literacies and confidence to thrive and achieve their potential in an English-speaking university setting. 

Note: you must attend at least 8 out of 10 sessions per semester and pass the course to be awarded credits.Per semester, your grade is composed of the following:•Assignments (50%): three written assignments and two oral assignments•Final test (50%) of all the units covered (reading, listening, grammar and vocabulary).

There is no requirement for an academic textbook. The learning material will be provided on the Moodle platform.

• Course title: English C1 academic (Wednesdays) – online course
• Number of ECTS: 3
• Course code: LC_CAT-128
• Module(s): Languages
• Language: EN
• Mandatory: No

ONLINE COURSE

This course aims to develop your academic writing, speaking, reading and listening skills to a C1 (Common European Framework) level

(advanced)..

You will work on perfecting your understanding and mastery of academic English by developing your knowledge of advanced grammatical and lexical structures, awareness of register, and ability to write and speak in an academic context.This course is designed to reach the target level in 20 sessions spread over two semesters. You can take one semester only and get ECTS for that semester but you will not have reached a C1 level.

Learning outcomes:

By the end of the 20-week course, you should be able to do the following at C1 level:• Write texts using a wide range of structures and cohesive devices• Speak fluently in seminars and debates, as well as deliver presentations effectively• Understand complex academic texts• Understand lectures and discussions• Use a wide range of vocabulary and grammatical structures to express yourself clearly and precisely

This course is designed to reach the target level in 20 sessions spread over two semesters. You can take one semester only and get ECTS for that semester but you will not have reached a C1 level.

online courseYou will work on perfecting your understanding and mastery of academic English by developing your knowledge of advanced grammatical and lexical structures, awareness of register, and ability to write and speak in an academic context.This course is designed to reach the target level in 20 sessions spread over two semesters. You can take one semester only and get ECTS for that semester but you will not have reached a C1 level.Please note : max. 2 absences accepted

Note that you must attend at least 8 out of 10 sessions per semester and pass the course tobe awarded credits.The assessment is subject to amendment, but currently per semester your grade is composed of the following:

Midterm test (25%) of the units covered in the first 5 weeks

Assignments (25%): three written assignments and one oral assignment.

Final test (50%) at the end of the course.

BibliographyHewings M. & Thaine, C. (2012). Cambridge Academic English: An integrated skills course for EAP, Advanced. Cambridge: Cambridge University Press. ISBN: 9780521165211

• Course title: Français général A1.1 (Kirchberg)
• Number of ECTS: 3
• Course code: LC_CAT-237
• Module(s): Languages
• Language: FR
• Mandatory: No

This course aims to develop basic language skills in the objective for full beginners to reach an A1 level (A1.1 in winter term and A1.2 in summer term). Students are involved in speech acts in interaction, listening authentic & training writing and reading communicative activities in individual and group work. Phonetics lessons will help students improve their pronunciation, as well as their understanding. Integrated and explicit grammar will support communicative skills.

By the end of the course, students will be expected to:Be able to recognize and identify basic parts of a speech.Understand and use familiar everyday expressions and basic phrases in French aimed at the satisfaction of needs of a concrete type.Introduce people (oneself and others); ask and answer questions about personal details such as where one lives, people one knows and things one has.Interact in a simple way if the other person talks slowly and clearly and is prepared to help.Be able to interact with people in the close environment in the University and the City

The beginner’s French course enables the candidate to interact in a simple way, answer simple questions using individual words, expressions or short sentences. The candidate can express common feelings, tell the size and name the color of familiar objects, can also ask others about these qualities. The candidate can participate in short telephonic conversations, ask straightforward questions in familiar situations (e.g. asking the location of a place and price of an item, asking for time etc.) and understand the responses, can exchange information about everyday matters using simple vocabulary (e.g. weekend activities, hobbies and other interests, shopping etc.). The candidate can ask for assistance with vocabulary and clarification of tasks, recognize isolated vocabulary from specific subject areas. The candidate can understand words and expressions on signs when everyday language is used (e.g. ‘Open/Closed’, ‘Exit’etc.). He/She is equally able to adequately understand straight forward forms in order to insert personal information, recognize important information on basic promotional material (price, date, and time on posters) and to recognize, speak and write short messages and greetings. The candidate will be able to write very simple informal messages, short messages like post cards and birthday greetings and write simple descriptions of everyday objects. The candidate is able to indicate personal strengths and weaknesses, describe basic aspects of their day-to-day life and to talk about briefly about familiar topics.

The evaluation consists in various tasks:A continuous assessment dealing with questions/role playing in class (oral participation) will count for 20 % of final course mark.3 assignments will stand for 30 % of final course mark (oral presentation; writing paper about a person and an object; understanding an advertisement).A final test (listening, writing and reading) will take place at the end of the semester. It counts for 50 per cent of the final mark.

BibliographyReference book (to provide) Bonjour et bienvenue ! Introduction à la langue française, Didier, 2019 (book + CD).Indicative Price: 11,50€Reference manual (optional)Français pour étrangers, 150 activités ludiques, Nathan, 2019

• Course title: Français général A2.1 (Kirchberg)
• Number of ECTS: 3
• Course code: LC_CAT-236
• Module(s): Languages
• Language:
• Mandatory: No

L’objectif de ce cours est d’acquérir les connaissances suffisantes en français pour accéder au cours de français général niveau B1. Cette remise à niveau est faite grâce à : de nombreux exercices de grammaire et de vocabulaire, des jeux de rôles et des situations de communication de la vie réelle. 

 À l’issue de ce cours vous serez capable de :•Donner une explication simple •Parler de vos goûts, de vos projets •Fixer, accepter/refuser un rendez-vous•Parler de votre expérience universitaire et professionnelle•Établir des comparaisons •Demander et donner des conseils•Raconter une expérience passée

Ce cours a pour but de renforcer vos connaissances et vos pratiques en langue française, principalement écrite, afin d’enrichir vos productions d’écrits, non seulement dans le cadre de vos études ou de votre métier mais aussi dans les situations de communication avec d’autres personnes. Les premières heures se concentreront sur la révision des points de grammaire essentiels notamment :- Le présent de l’indicatif – Le futur proche – Le passé composé – La forme interrogative Nous approfondirons ces acquis et aborderons : – Les pronoms relatifs simples- La négation – Les pronoms Y/EN – La place de l’adjectif – La comparaisonAu-delà de l’aspect grammatical, nous aborderons la langue française à travers l’étude de documents authentiques issus de la vie quotidienne.

L’évaluation seferaainsi:50 % : Notes des devoirs écrits rendus (deux devoirs composés d’une production orale et écrite)50 % : Participation orale en cours et préparation des devoirs maison.La présence aux cours est obligatoire afin de valider les crédits ECTS attribués au cours de français général A2. Au-delà de deux absences, l’étudiant/étudiante ne peut plus valider le cours.

 Édito A1, Éditions DidierÉdito A2, ÉditionsDidierObjectif express A1/A2Grammaire essentielle du français A2, 100 % FLE, DidierFle 

• Course title: Français académique B1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-182
• Module(s): Languages
• Language: FR
• Mandatory: No

 L’objectif de ce cours est d’acquérir les connaissances suffisantes en français pour accéder au cours de niveau universitaire B2. Cette remise à niveau est faite grâce à : des exercices de compréhension orale, de compréhension écrite. À l’oral seront mis en place des jeux de rôles, des présentations et des débats. Nous élaborerons également des cartes mentales qui faciliteront l’acquisition du vocabulaire. Nous nous attarderons également sur la rédaction de différents genres de texte dont nous détaillerons la structure. Toutes ces activités seront ludiques, répondront à des besoins concrets. Les modalités de travail seront variées : travail en grand groupe, en binômes, individuel afin de favoriser la collaboration entre pairs. Le contenu sera adapté selon les besoins du groupe, ainsi vous pourrez commencer le semestre suivant sur des bases solides.

A l’issue de ce cours vous serez capable de : • lire des articles sur des questions contemporaines• comprendre différents points de vue• comprendre un texte littéraire contemporain• écrire des textes clairs et détaillés sur des sujets relatifs à vos intérêts• écrire un essai ou un rapport sur un sujet précis de manière concise, claire, et efficace• exposer son argumentation• mettre en valeur son opinion sur un événement ou une expérience 

Ce cours a pour but de renforcer vos connaissances et vos pratiques en langue française, notamment à l’oral et à l’écrit afin de répondre aux exigences du cadre universitaire et de votre future carrière. Dans une perspective actionnelle, nous travaillerons sur des documents authentiques tels que des articles de presse ou des extraits vidéo. C’est à travers notre corpus que nous aborderons la grammaire et le vocabulaire, outils au service de vos besoins de communication. Vous déduirez les règles de grammaire à partir d’exemples concrets du corpus et les mettrez en pratique à travers plusieurs exercices ludiques.Le travail de production écrite sera décliné sous plusieurs formes : donner ses arguments sous la forme d’une liste d’idées la rédaction d’une réclamationune lettre officielleun résumé d’articleun article argumenté (2 pages maximum) sur un sujet de votre choix.  

25% : Notes des devoirs écrits rendus50% : Compréhension écrite et rédaction d’un article (maximum 2 pages) après une séance de révision en cours.25% : Participation orale en cours et la préparation des devoirs maison. Un maximum de 2 absences est accepté.

Bibliographie  Édito B1, Éditions Didier, 2018 Grammaire essentielle du français, B1, Didier, 2015 Cosmopolite B1, Hachette, 2018 

• Course title: Français académique B2 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-186
• Module(s): Languages
• Language: FR
• Mandatory: No

 Cours en présentiel – campus Belval Ce cours a pour but de renforcer vos connaissances et vos pratiques en langue française, principalement écrite, afin d’enrichir vos productions d’écrits, non seulement dans le cadre de vos études ou de votre métier   mais aussi dans les situations de communication avec d’autres personnes. 

A l’issue de ce cours, vous serez capable:De comprendre et de commenter un article sur une question d’actualité, un article informatif, un article d’opinion (éditorial), un article à visée humoristique… ;De comprendre des reportages, débats, émissions de radio, de télévision ou de sites Internet informatifs sur l’actualité, des sujets culturels et sociétaux.D’exprimer et défendre vos opinions, réagir aux arguments d’autrui ;De développer une argumentation précise et efficace à l’écrit et à l’oral ;Derédiger unesynthèse,unrésumé,unelettreformelle, un texte argumentatif

Cours en présentiel – campus BelvalDans une première partie, nous évaluerons vos besoins et ferons quelques révisions de grammaire telles que :Utilisation du présent et du subjonctif, des temps du passéLes pronoms compléments, démonstratifs, interrogatifs, …Accord des participes passésExpression du temps : depuis, pendant, pour, il y a, …Utilisation de connecteurs logiques Puis nous approfondirons ces acquis et les enrichirons en travaillant principalement sur des documents  authentiques issus de la presse.

Le contrôle se fait en continu avec un test final. Les devoirs écrits sont obligatoires. La note finale sera calculée ainsi :La participation en classe 20%Les 2 devoirs écrits 30% (50% pour chaque devoir)L’évaluation de la compréhension orale 20%Le test final 30%Total 100%Les devoirs comprendront des exercices de grammaire, de compréhension orale et écrite et la rédaction d’un texte personnel.

Bibliographie :AlterEgo,NiveauB2,EditionsHachette.Grammaire essentielle du français, Didier FLE

• Course title: Portugais niveau débutant A1 / Portuguese for beginners A1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-122
• Module(s): Languages
• Language: AU
• Mandatory: No

 On site – Belval CampusThis course aims at giving total beginners in Portuguese, keys to phonetics and the basicvocabulary of the Portuguese language. Oral communication is particularly targeted.Students are involved in speaking, listening, writing and reading communicativeactivities in individual and/or pair and/or group work. When the students have a certainmastery of every day vocabulary and of the verbal system, the main aspects of grammarwill be studied.

By the end of this course, students should be able to: manage to take part in simple, short conversation introduce themselves greet people provide personal information about themselve provide spatial information describe places ask for information make appointments and talk about their daily routine and leisure activities; ask for or order something in a hotel or restaurant express preference understand simple written texts and briefly summarize them Express themselves in a very simple way in everyday conversation invite/ accept /refuse write a letter learn the basic grammatical structures of the Portuguese language.

On site – Belval CampusThis course combines speaking, writing, reading and listening skills for generalpurposes. It is orientated for academically trained learners who are willing to learn (a)foreign language(s) and acquire basic command of the Portuguese language.It aims at developing the linguistic abilities of the A1 level of the commonEuropean Reference Setting for languages.Teaching language: Portuguese/French (with recourse to English when needed)

Evaluation Speaking, listening, writing and reading skills shall be evaluated in task basedactivities; Oral interaction in the class Listening: key information from listening texts must beunderstood (Advertisements, dialogues, etc.); answering multiple choicequestions; answering right/wrong questions; completing sentences; Reading: key information in a short reading must be detected; Speaking: daily routines, introducing oneself, meeting new people; dialogues,etc Writing: basic “texts” or sequence of sentences should be summarized.Students will be evaluated, in accordance to their active participation in the course, ontheir regular homework (which also consists of grammar and/or vocabularyexercises/drills) and on their final presentation and test (both written and spoken).

Bibliography Tavares, Ana, Português XXI, Livro do Aluno 1; ( Nível A1) Lidel, 2014. Coimbra, Isabel e Mata Coimbra, Olga, Gramática Ativa 1, Lidel, 2014.

• Course title: Portugais A2 / Portuguese A2 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-172
• Module(s): Languages
• Language: AU
• Mandatory: No

• Solicitar e fornecer informações sobre hábitos diários;• Fale sobre os seus gostos, os seus projetos;• Fazer sugestões e reagir a propostas (aceitar, declinar, pedir desculpas);• Dar uma razão, explicar, justificar as suas escolhas;• Pedir e dar conselhos;• Falar sobre a sua experiência profissional, o seu ambiente de trabalho;• Contar, narrar eventos passados, uma memória, uma anedota, uma experiência. 

Na metodologia utilizada presta-se uma atenção constante ao processo de comunicação oral e à abordagem comparativa entre a língua portuguesa e francesa para a aprendizagem da gramática. Estas aulas de “Língua portuguesa -nível A2” pretendem desenvolver as competências linguísticas do nível A2 do Quadro Europeu Comum de Referência para as Línguas

Praticando uma avaliação formativa, os alunos devem entregar ou enviar à professora (por e-mail ou através da Plataforma Moodle) todo o tipo de trabalhos escritos para correção, desde exercícios gramaticais, pequenas fichas de leitura e todo o tipo de trabalhos realizados em autonomia, além dos exercícios de redação solicitados pela professora.- Interação oral na aula – 25% – A avaliação da compreensão oral é efectuada a partir da audição de documentos em português (registos áudio) com resposta a questionários de escolha múltipla, exercícios de Verdadeiro e Fal- so, frases para completar. A avaliação da expressão oral é efectuada a partir de apresentação de curtos diálogos entre pares.- Teste intermédio – 25%- Exame final (escrito) – 50%

BibliografiaBESCHERELLE, Les verbes portugais et brésiliens, ed. Hatier, Paris, 1997. BLUM, Geneviève. Les Idiomatics Français–Portugais / Português-Francês,ed. Seuil, Paris, 1990.CARREIRA, Maria Helena & Boudoy, Maryvonne, Pratique du portugais de A à Z, Paris, Hatier, 2009.COIMBRA, Ana Mata; COIMBRA, Isabel, Gramática Activa 1, 2.a ed., Lisboa, Lidel, 2000.TAVARES, Ana, Português XXI – Nível 2 (A2), Lidel, 2012.

• Course title: The concepts of Culture and language in a globalizing world
• Number of ECTS: 3
• Course code: MALDMMC-145
• Module(s): Module Interdisciplinaire – Advanced I
• Language: FR
• Mandatory: No

This course will lead to a deeper understanding of a central concept in humanities and social sciences: culture. The students will be familiarized with relevant authors and texts in culture theory (e.g. H. Bhabha, A. Appadurai, C. Geertz, U. Hannerz), and they will learn to differentiate between objectifying, essentializing and deconstructivist positions in the field. A specific focus will be given to those approaches which look at culture in a globalized world. Another focus will be on the link between culture and language, and the students will be able to better understand this important relationship. The students will thus acquire a solid theoretical and epistemological basis for their own empirical projects.

In this course we will read and discuss some key texts related to the topic of culture and language in a globalizing world. Thorough reading will be especially important for this course. Most of the texts will be available in English, but some texts might be in German or French.  The main language of the course will be English, but German and French will also be used, depending on the texts. For the following semester a second course will be offered as a continuation of this one, focussing on the concept of identity, again related to the context of globalization, culture, and language/plurilingualism.

Every student will prepare one topic in more detail and give a presentation about it. Beside this, every student will be a discussant for a second topic which includes the reading of the respective texts. Active participation in the discussion will be also an important part of the assessment.

Appadurai, A. (1996). Modernity at large: cultural dimensions of globalization. Minneapolis, Minn.: University of Minnesota Press.Bhabha, Homi K. (2005). The location of culture. London: Routledge.Geertz, C. (1973). Interpretation of Culture. Selected Essays. Basic book publishers, New York.Hall, S. (2008). Questions of cultural identity. Los Angeles: Sage.Hannerz, U. (1993). Cultural Complexity. Studies in the Social Organization of Meaning. Columbia University Press.

Hu, A. (2018): Sprachlichkeit, Identität, Kulturalität. In: C. Fäcke/F.-J. Meissner (Hg.), Handbuch Mehrsprachigkeits- und Mehrkulturalitätsdidaktik, S. 17-24, Tübingen: Narr.Kramsch, C. (2014). Language and Culture. AILA Review 27, 30-55

• Course title: Littérature de jeunesse et multilinguisme
• Number of ECTS: 2
• Course code: MALDMMC-222
• Module(s): Module Interdisciplinaire – Advanced I
• Language: FR, EN
• Mandatory: No

À la fin du cours les étudiants seront capables de :

Comprendre les enjeux du mutilinguisme dans le domaine de la littérature de jeunesse

Se repérer dans le monde de l’édition pour la jeunesse et savoir trouver des ouvrages bilingues, multilingues, traduits ou traitant de la diversité linguistique et culturelle

Évaluer la qualité de la traduction d’un ouvrage de littérature de jeunesse

Comprendre les notions de littéracie, plurilittéracie, littéracies multimodales

Lire des textes scientifiques dans le champ de la plurilittéracie

Discuter des notions d’altérité, d’interculturalité, en rapport avec des textes littéraires pour la jeunesse

Les livres pour la jeunesse constituent aujourd’hui un champ des plus dynamiques dans le domaine de l’édition. Au delà de l’extraordinaire créativité des auteurs et des illustrateurs, ce cours propose d’explorer plusieurs questions : où sont les langues dans la littérature de jeunesse, où sont les personnages bilingues ou plurilingues dans les livres pour les enfants, comment sont représentés le multilinguisme, les contacts de langues et la diversité linguistique et culturelle dans l’édition pour la jeunesse, et enfin, comment les livres sont-ils traduits d’une langue à une autre ? Il sera aussi proposé aux participants de réfléchir aux livres qui les ont marqués dans leur jeunesse et pourquoi. D’un point de vue théorique la notion de translanguaging sera abordée dans plusieurs ouvrages multilingues et d’un point de vue pédagogique des exemples d’activités littéraciques en diverses langues seront proposées afin de réfléchir à de nouvelles façons d’imaginer un enseignement multilingue. Le cours alternera entre différentes activités :lecture d’albums de littérature de jeunesse sur la thématique des langues, du multilinguisme et de l’altérité/interculturalité, d’albums traduits, bilingues, multilingues, etc. analyse des traductions (Français, anglais, allemand) de deux ouvrages, Voices in the Park et Flix,analyse du contact de diverses langues au sein d’un même ouvrage exsercices d’écriture libre en différentes langues et lecture partagéeprésentation diaporama sur la littérature de jeunesse multilingue et de possibles exploitations pédagogiques pour l’enseignement de la littéracie d’un point de vue multilinguediscussions et analyse des ouvrages de littérature de jeunesse présentés en cours sur la base d’une lecture critique avant le cours d’au moins un article ou un chapitre d’ouvrages proposés en bibliographie

Participation active en cours, lecture des quatre albums de jeunesse proposés avant le cours, présentation orale en groupe durant le cours d’un ouvrage de littérature de jeunesse au choix et analyse critique de la conceptualisation du bi/multilinguisme ou de l’interculturalité dans l’ouvrage choisi.

Selected Bibliography

Cotton, P. (2000) Picture Books sans Frontières, Stoke on Trent : Trentham books

Cummins, J. & Early, M. (2011) (eds) Identity Texts. The collaborative creation of power in multilingual schools, Stoke on Trent : Trentham Books

Daly, N.,  Limbrick, L. & Dix, P. (2018) Children’s Literature in a Multiliterate World. London : IOE Press, Trentham Books

Hartmann, E. & Hélot, C. (2020) “Pedagogical affordances of translation in bilingual education”, in S. Laviosa & M. Gonzales Davies (eds), Routledge Handbook of Translation, London, Routledge, 95-108

Hélot, C. Sneddon, R Daly, N. (2014) (eds) Children’s Literature in the Multilingual Classroom. London : Institute of Education/Trentham Books

Hélot, C. (2014): “Rethinking Bilingual pedagogy in Alsace: Translingual Writers and Translanguaging” in Blackledge and Creese (eds.) Heteroglossia as Practice and Pedagogy, Springer, 217-238

Hélot, C. (2011) : « Children’s Literature in the Multilingual Classroom », in C. Hélot et M O’ Laoire (eds.), Language Policy for the Multilingual Classroom : Pedagogy of the Possible, Clevedon, UK : Multilingual Matters,  42-64

Hélot, C. (2019) “Bilinguisme et multilinguisme dans la littérature de jeunesse”, La Revue des livres pour enfants, Paris : BNF, 181-188

Meek, M. (2001) Children’s Literature and National Identity, Stoke on Trent : Trentham books Rispail, M. (1997) « L’autre dans la littérature de jeunesse », in M.L. Lefèbvre & M.A. Hily (eds) Les situations pllurilingues et leurs enjeux, Paris : L’ Harmattan, 93-106.

Rispail, M. (1997) « L’autre dans la littérature de jeunesse », in M.L. Lefèbvre & M.A. Hily (eds) Les situations plurilingues et leurs enjeux, Paris : L’ Harmattan, 93-106.

Sites

​BNF : Bibliothèque numérique des enfants : http://enfants.bnf.fr/index.htm

L’Harmattan jeunesse :http://www.editions-harmattan.fr/jeunesse/index.asp?navig=catalogue&obj=result&no_specialite=2&bilingue=1

SCEREN Littérature de jeunesse Télémaque : http://www.cndp.fr/crdp-creteil/telemaque/comite/etranger.htm

Didier Jeunesse : http://www.didier-jeunesse.com/collection/19-les-bilingues/

Talents Hauts edition : http://www.talentshauts.fr/18-oops-ohlala-

Rue du monde : http://www.ruedumonde.fr/

Une page facebook à suivre : Les livres bilingues de Diloé : https://www.facebook.com/livres.bilingues

 Albums de jeunesse

Brown, A. (1998) Voices in the Park, London : Picture Corgi Books

Ungerer, T. (1997) Flix, Paris : École des Loisirs

Hélot, C. (2014) Sophie et ses langues, Paris :

Valentin, E. (2021) Chaprouchka, Paris : Syros https://dulala.fr/chaprouchka-un-nouvel-album-plurilingue-chez-dulala/

• Course title: Intercultural and International Education
• Number of ECTS: 3
• Course code: MALDMMC-140
• Module(s): Module Interdisciplinaire – Advanced I
• Language: EN, FR
• Mandatory: No

The objectives of the module are to develop in students:

an understanding of the effect of contemporary globalisation and nationalism on curriculum development and design

an understanding of the role of education systems in the creation of social identities and in particular national identities

an ability to reflect on their own education and social identities as a consequence of theoretical and comparative perspectives

an ability to analyse critically the research on intercultural education, and the internationalisation and (re)-nationalisation of education

It is clear that the internationalisation/globalisation of societies of the developed world sets new agendas for national education systems. This was already clearly stated, in the 1990s, in the UNESCO report Learning: the Treasure Within. In the European context the trend is clear from (i) the call from the Second Council of Europe Summit for ‘education for democratic citizenship’ and (ii) the European Commission’s White Paper on ‘the learning society’. It is also evident that some politicians want to use education systems to renew national(ist) identities in young people.These changes in the context of education need to be taken into account by teachers and others in education systems in their analysis and development of curricula, and in their management of curriculum change. This module provides students with the conceptual and analytical means of reflecting upon the implications of internationalisation/nationalisation for education in general and curriculum planning in particular. It does so by considering how education systems, and compulsory schooling, can prepare learners for interaction and engagement with ‘otherness’, with people of different cultures and societies.In the context outlined above, the purpose of the module is to address the following questions, and to enable students to develop their own understanding of them and the concepts involved in order better to reflect on and where appropriate make decisions about curricula and methodologies:a) what is the relationship between education, cultural identity, citizenship and intercultural understanding?b) what are the approaches in and reforms to contemporary curricula which develop learners’ cultural and social identities appropriate to contemporary and projected social, political and economic change?c) in particular, what are the implications of internationalisation/nationalisation for the teaching of citizenship education?

Assessment will be based on an oral presentation accompanied by a written rationale for the presentation of no more than 2500 words, and a self-assessment.

Selected Bibliography

Anderson, B. 1991 Imagined Communities. 2nd ed. London: Verso (pp113-140)

Barrett, M. (2007) “Children’s knowledge, beliefs and feelings about nations and states construed as historical and cultural communities”. In Barrett, M. Children’s knowledge, beliefs and feelings about nations and national groups. Hove and New York: Psychology Press (pp 97-117)

Berger, P. and Luckmann, T. (1966) The Social Construction of Reality. Penguin: Harmondsworth  (pp 149-182)

Law, W. W. (2002). Education reform in Taiwan: a search for a ‘national’ identity through democratisation and Taiwanisation. Compare, Vol. 32, No. 1, 61-81.

Thompson, J. (1998). Towards a model for international education. In M. Hayden and J. Thompson (eds.) International education: Principles and practice. London: Kogan Page. (pp. 276-290)

Stier, J. 2006 Internationalisation, intercultural communication and intercultural competence Journal of Intercultural Communication, 11, 1-12

Yang, R. (2002). University internationalisation: its meanings, rationales and implications. Intercultural Education.doi.org/10.1080/14675980120112968

• Course title: StudyVisit
• Number of ECTS: 5
• Course code: MALDMMC-13
• Module(s): Module Interdisciplinaire – Advanced I
• Language: EN, FR, DE
• Mandatory: No

The Study Visit is an opportunity for a student who wishes to discover a professional environment to experiment the life of a workplace for a short-term period.

The study visit lasts between 120 -140 hours.

To count for ECTS, the Study Visit must take place between January 1st and July 1st of the semester in which you are enrolled in the course.

Assessment details and procedures can be found on Moodle.

Learning agreement

Internship contract

Diary

Evaluation report

• Course title: Translation and Terminology
• Number of ECTS: 2
• Course code: MALDMMC-176
• Module(s): Module Interdisciplinaire – Advanced I
• Language: FR, EN, DE
• Mandatory: No

To familiarise students with topics related to linguistics, translation and terminology in the environment of the European Parliament and the Institutions of the EU, and the relevance of these topics for the communication with the citizens

• Introduction – Multilingualism in the EU – Our Common Terminology: The Linguistic Passport for a United Europe• Why Terminology and How it Works in the EP – IATE and other Terminology Tools• Legal concepts and legal terminology – experience in the EU Institutions• Legal Concepts in the EU and its Member States• Use of terminology for SEO, Linguistic tools in the EP, terminology search and use in the web and social media• The hidden part of translation – pre-processing, referencing and their tools• Terminology in Interpreting• Translation as a multi-aspectual phenomenon – theory and practice• Translation of Creative Content• Mechanical Translation• Translation – The Future is now• Machine Translation• Subtitles and Podcasts• EP Communication with the Citizens (Tools, Media presence, Podcasts, European Stories, Speech to Text)

Information will be given during the course

• Course title: Intercultural Management: from Theory to Practice
• Number of ECTS: 2
• Course code: MALDMMC-238
• Module(s): Module Interdisciplinaire – Advanced I
• Language:
• Mandatory: No

To introduce students to the subjects of responsible global and intercultural management practices at work.

To investigate, based on case studies, contexts and processes of responsible global and intercultural management.

To give insights into responsible management practices and inclusive collaboration strategies in international business settings.

To provide students with theoretical and practical (socio-anthropological and intervention-based methods for the development of individual and collective collaboration competences in international work settings.

To contribute to the development of students’ communication and management competences in international work settings.

We live in a highly complex world. The climate emergency, the multiple crises (health, energy, etc.), the conflicts between countries, forced migration, and the decline of multilateralism hinder the path towards the achievement of the Sustainable Development Goals (SDGs). This situation not only makes us aware of our interdependence on a global scale and of the indispensable solidarity, but also of our responsibility at all levels: individual and collective, private and public. It is urgent to act together to find solutions for forms of cohabitation and collaboration that are more respectful of our environment, of our spaces and species, and of our bodies and minds (Mbembe, 2022). In other words, we need to co-construct global cultures that facilitate individual and collective responsibility.This course focuses on the communication and management practices and challenges in international work settings where individuals and teams face social, cultural and linguistic diversity. What kind of interaction strategies do managers and employees develop and apply to make their collaboration and their projects work in those highly complex contexts?On the one hand, the participants will be invited to think about their own cultural background, identity and communication behaviour. On the other hand, they will be introduced to the concepts of “intercultural management” and “responsible global management” from theoretical and from practical viewpoints to reflect on forms of international collaboration for a more sustainable future.The course aims at stimulating the development of responsible global management competences of (future) actors on the international stage.

Written assignment or oral presentation (in groups).

Selected Bibliography

• Barmeyer Ch. & Franklin P. (2016). Intercultural Management. A Case-Based Approach to Achieving Complementarity and Synergy. London: Palgrave Macmillan.

• Bolten J. (2018). Einführung in die Interkulturelle Wirtschaftskommunikation. Göttingen: Vandenhoeck & Ruprecht.

• Dhiman S. K., Marques J. F., Schmieder-Ramirez J. and P. G. Malakyan (2023). Handbook of Global Leadership and Followership. Integrating the Best Leadership Theory and Practice. Cham: Springer.

• Jordans E., Ng’weno B., & Spencer-Oatey H. (2020). Developing Global Leaders. Insights from African Case Studies. Cham: Springer/Palgrave Macmillan.

• Mbembe A., Rioux R. & Kodjo-Grandvaux S. (2022). Pour un monde en commun. Regards croisés entre l’Afrique et l’Europe. Arles : Actes Sud.

• Mendenhall M. E., Miska C., and Stahl G. K. (2020). Responsible Global Leadership. The Anatomy and Promise of an Emerging Field. In M. E. Mendenhall, M. Žilinskaite, G. K. Stahl, and R. Clapp-Smith (2020) (Eds). Responsible Global Leadership. New York: Routledge.

• Mendenhall M. E., Osland J., Bird A., Oddou G. R., Stevens M. J., Maznevski M., & Stahl, G. K. (Eds.) (2017). Global Leadership: Research, Practice, and Development. New York: Routledge.

• Nardon L. (2017). Working in a Multicultural World. Toronto : University of Toronto Press.

• Saks M. (Ed.) (2023). Responsible Leadership. Essential to the Achievement of the UN Sustainable Development Goals. London: Routledge. (cf. Durant & al.)

• Stahl G. K., Miska C., Noval L. J., & Patock V. J. (2020). Responsible Global Leadership: A Multi-Level Framework, 178–201. In Research Handbook of Global Leadership. Cheltenham: Edward Elgar Publishing.

• Stalder P. (2018). Management interculturel : entre théorie et anarchie. Dans P. R. Cloet, A. M. Guénette, E. Mutabazi & Ph. Pierre, Le défi interculturel. Enjeux et perspectives pour entreprendre. Paris : L’Harmattan.

• Stalder P. (2022). Intercultural Work Settings: Which Competencies for Managers and Teams? In I. Stolz & S. Scherrer (eds), International Leadership – Effecting Success Across Borders in a Boundaryless World, Springer Gabler.

• Course title: Interactions within Socio-Digital Activity Systems
• Number of ECTS: 3
• Course code: MALDMMC-59
• Module(s): Module Interdisciplinaire – Advanced I
• Language: EN
• Mandatory: No

Recognize fundamental research paradigms, perspectives, traditions and methods in the field of tool-mediated interaction

Apply the fundamental principles and characteristics of ethnographic, interactionnist, conversational and discursive research approaches to in-depth enquiries on learning

Analyse an object of inquiry from multiple perspectives, i.e. micro-meso perspectives, internal-external views,  cross-cultural and multi-disciplinary lenses

Generate research questions /problems in ways that are amenable to empirical research

Identify appropriate methods of data collection and analysis and adjust their sensitivity to the needs of the specific research question

Design, plan and carry out a multifaceted and context-sensitive naturalistic inquiry on significant issues from academic and/or professional practice

The course outlines to what extent sociocultural views on human knowing, learning and acting in the legacy of Vygotsky’s cultural historical school of thought might be useful for analysing our activites in technologically enhanced life environments. More specifically, we explore the potential contribution of cultural-historical activity theory (CHAT) for conceptualizing learning and acting at contexts (meso-level) such as work, school, family or everyday life. The paradigm of “human activity” acts as the relevant ‘unit of analysis’ in order to understand the multiple ways in which human practices shape, and are shaped by socio-cultural and digital mediators. On the micro-level, we focus on interactional and dialectical approaches to investigate human tool-mediated interactions within contexts.The course work entails the collection and analysis of empirical data from everyday interactions with digital devices (ethnographic study).

10%    Course contributions40%    Monitoring of your online activities (individual paper)50%    Analysis of a media activity occurring in public space

Selected Bibliography

Edwards, A. (2011). Cultural historical activity theory: British Educational Research Association online resource.  Retrieved from http://www.bera.ac.uk/resources/cultural-historical-activity-theory-chat

Hampton, K. N., Livio, O., Goulet, L. S. . (2010). The Social Life of Wireless Urban Spaces: Internet Use, Social Networks, and the Public Realm. Philadelphia: University of Pennsylvania.

Herring, S. C. (2007). A faceted classification scheme for computer-mediated discourse. Language@Internet. http://www.languageatinternet.org/articles/2007/761

Jenkins, H. (2006). Convergence Culture: Where Old and New Media Collide. New York: New York University Press.

Russell, D. (2001).  Looking beyond the interface: Activity theory and distributed learning.  In Lea, M. (Ed.), Understanding distributed learning, 64-82.  London: Routledge.

• Course title: Religion, Language and Media
• Number of ECTS: 3
• Course code: MALDMMC-237
• Module(s): Module Interdisciplinaire – Advanced I
• Language: EN, FR
• Mandatory: No

• To gain an understanding of the intersections of religion, media, and language• To be able to think critically about the category of ‘religion’• To be able to analyze a range of media and the ways they work, and are used and interpreted • To be able to carry out a small research project

From televangelism to idols to cassette sermons, media and processes of mediation powerfully shape the ways in which lived religious practices and understandings of religion are constituted.  As new forms of media, media norms, and market values of media structures emerge, adherents of many religious traditions work to accommodate these phenomena by reworking and redefining some of the fundamental norms of their traditions, identities, and experiences of faith. This course will address these phenomena by exploring the social uses and roles of media within religious life, the generation of religion as a category, and the shaping of religious diversity.  Approaching media as a conceptual category , we will consider various forms of media and their intersections with different aspects of religious life.  By the end of the course, you should have an understanding of a range of perspectives and theories on religion and/as media, awareness of religion as a social and cultural phenomenon, knowledge of these issues in cross-cultural perspective, and the ability to analyze media artifacts and processes of mediation.   

The main requirement of this course is that you read the assigned texts before class so that you can participate in class discussions. There will be one research assignment at the end of the course.

Meyer, Birgit. 2012. Mediation and the Genesis of Presence: Towards a Material Approach to Religion. Indiana University Press.

De Vries, Hent, and Samuel Weber, eds. 2001. Religion and media. Stanford University Press.

• Course title: Twitter warriors and Instagram goddesses : introduction to social media analysis
• Number of ECTS: 3
• Course code: MALDMMC-270
• Module(s): Module Interdisciplinaire – Advanced I
• Language: EN
• Mandatory: No

The objectives of the module are to develop in students:• basic understanding of digital ethnography and social media analysis• an understanding of the complex roles of social media in society with an emphasis on their role in lifestyle and youth politics• an ability to collect and analyze digital data • an ability to reflect on their own social media use and  and social identities as a consequence of theoretical and comparative perspectives• an ability to analyse critically reporting and research on social media and society

From Donald Trump’s twitter meltdowns shaping political campaigns to Elon Musk’s tweets leading to billion-dollar losses, Instagram stars causing epidemic of plastic surgery to get the “Kardashian look” or a real life filter, or TikTok being accused of politically radicalizing far right youth and reinventing conspiracy theories it is clear that social media plays a large role in our political, economic, and social worlds – it’s more than just fashion blogs and unboxing videos. Yet much of the work in this important field is conducted by researchers with little personal experience or interest in social media. This student centred course instead uses digital ethnographic methods, which begins with the researcher’s own identity and social media use as a site for critical cultural analysis. Students will begin by identifying topics, digital communities, and problems with which they engage, and with the instructor identify the course readings which will help will connect these to a broader social, political and academic context.  In the second part of the course students will work in small groups, based on affinity, to select a digital research site, learn to collect and code data, and write up a short research report. The course will conclude with the presentation of this research.Assessment will  emphasize formative assessment,  multiple modes of engagement, and collaborative work

Students will be assessed on their (oral or written) participation in course and group work, as well as their completion of a 2 week group research project (select a site and topic, collect data, and conduct a short analysis using at least 2 academic texts). Written work can be completed in any or all languages of the university.

Selected Bibliography

Required Text:

Pink, S. et al.  Digital Ethnography Principles and Practice(Selected Chapters)Recommended Texts(subject to change per student interests)

Baker, S. (2022) Alt-Health Influencers: how wellness culture and web culture have been weaponized. European Journal of Cultural Studies. 25 (1).

Kennedy, M. (2020). ‘If the rise of the TikTok dance and e-girl aesthetic has taught us anything, it’s that teenage girls rule the internet right now’: TikTok celebrity, girls and the Coronavirus crisis. European journal of cultural studies, 23(6).

Marwick, A. E. (2014). Ethnographic and qualitative research on Twitter. Twitter and society, 89, 109-121.

Valtonen, M. (2018). Du er amazing: multilingualism as a resource for celebrity practice on Isac Elliot’s Twitter.

Weimann, G., & Masri, N. (2020). Research note: spreading hate on TikTok. Studies in Conflict & Terrorism, 1-14.

• Course title: Poster Session
• Number of ECTS: 3
• Course code: MALDMMC-104
• Module(s): Research Approches – Advanced I
• Language: EN
• Mandatory: Yes

By the end of the seminar, the students:

will have started clarifying ideas for the topic of their Master thesis

will have the skills to make a scientific poster

will be able to give a short presentation of their work in public

During the poster session, students will have a first opportunity to develop their Master thesis project. They will develop skills in making a scientific poster. They will also give a short presentation about the Master project as work-in- progress. There will be four seminars aiming at preparing the poster session. During the poster session itself, other members of the teaching staff as well as second year students or students from another program or University can be invited to give comments and feedback on your project.  The posters and presentations can be made in any of the languages of the program. If possible, the poster session will take place outside of Belval in a location that is both different and stimulating vivid discussion.

Active participation in the seminars and the poster session is mandatory. The poster and the presentation will be evaluated according to the following criteria:

overall clarity and coherence of the project

depth of reflexion

methodological soundness

breadth of literature review

inclusion of previous research on the question

quality of presentation

• Course title: Creating and Analysing Visual Data
• Number of ECTS: 3
• Course code: MALDMMC-213
• Module(s): Research Approches – Advanced I
• Language: EN, DE, FR
• Mandatory: Yes

The course shall enable students to :

appreciate visual materials (photographs, film, drawings etc.) as research data

critically reflect on the production and interpretation of visual data as a situated, ideologically embedded process

learn about theoretical and methodological approaches to analyzing visual data (e.g. discourse analysis, ethnography, content analysis) *practice visual data analysis with materials from a variety of contexts *learn about forms of actively constructing visual data (e.g. photo-eliciting techniques such as Photovoice, or film making) to gather research data or promote the dissemination of research results

develop your ability to implement visual data production/analysis into a research design Der Kurs soll Studierende befähigen:

visuelles Material (Fotos, Film, Zeichnungen etc.) als Forschungsdaten wertzuschätzen

kritisch über die Produktion und Interpretation visueller Daten als einer sozialen und ideologisch situierten Forschungspraxis zu reflektieren

Theorien und Methoden zur Analyse visueller Daten (z.B. Diskursanalyse, Ethnographie, Inhaltsanalyse usw.) kennenzulernen

die Analyse visuellen Materials anhand von unterschiedlichem Quellenmaterial zu üben

Verfahren der aktiven Konstruktion visuellen Materials zur Generierung empirischer Forschungsdaten oder der Verbreitung von Forschungsergebnissen  (z.B. Photovoice, Film) kennenzulernen

die Fähigkeit zu entwickeln, visuelle Methoden der Datenerhebung und

analyse in ein Forschungsdesign zu integrieren

In the course we:examine existing literature on visual methods, their analytical focus and key theoretical/ideological assumptions discuss case studies and examples of visual data analysis to get a sense of the strengths and limitations of selected forms of visual analysis engage with methods of active visual data construction to understand the underlying conditions of data production and the implications this generates for visual data analysis.train our ability to use a variety of methods for visual data analysis appropriately build an understanding for the appropriate use of visual methods to produce and analyze research data in a given research design Im Kurs:beschäftigen wir uns mit existenter Literatur zu visuellen Methoden, deren analytischem Fokus und theoretischen/ideologischen Annahmendiskutieren wir Fallstudien und Beispiele visuellen Datenmaterials um Stärken und Grenzen visueller Methoden zu erkennen beschäftigen wir uns mit Methoden der aktiven Datenkonstruktion, um zu verstehen, welchen Bedingungen die Konstruktion von Daten unterliegt und welche Auswirkungen dies für die erstellten Daten und ihre Analyse hat erproben wir unsere Fähigkeit eine Reihe von visuellen Verfahren angemessen einzusetzen entwickeln wir ein Verständnis dafür, visuelle Methoden kompetent in komplexere Forschungsdesigns einzubauen.

Exercise in visual data analysis

Selected Bibliography

Rose, Gillian (2007) Visual methods. Sage: London.

Pink, Sarah (2001) Doing visual ethnography. Sage: London

• Course title: Verbal Data
• Number of ECTS: 3
• Course code: MALDMMC-214
• Module(s): Research Approches – Advanced I
• Language:
• Mandatory: Yes

By the end of this course, students will be able to:

read and appraise literature about research interviewing

design a research interview

conduct a research interview

transcribe a research interview

analyze a research interview

​À la fin du cours, les étudiants seront capables de:

lire et évaluer la littérature scientifique portant sur les entretiens de recherche

préparer un entretien de recherche

conduire un entretien de recherche

transcrire un entretien de recherche

analyser un entretien de recherche

The course intends to provide students with theoretical and methodological tools for (a) constructing and collecting verbal data ;  (b) analyzing this data and (c) understanding interviewing as a research method. The course involves readings, data collection and data analysis exercises. In the first part of the course, we learn about a major approach in constructing data for qualitative purposes: the research interview. Research interviews are particularly well suited to understand the world from the subjective perspective of the respondent, and to learn about the meanings people bring to their experiences (Kvale 1996, xviii). In this part of the course, we will discuss how to design an interview study, how to carry out the research interview, what ethical questions arise in context of interviewing and how to distinguish between different kinds of interviews. The second part of the course provides students with methodological tools for analyzing verbal data deriving from a research interview. In particular, we examine two prominent approaches: qualitative content analysis and discourse analysis. Students will have the opportunity to practice these approaches on interview data they have collected themselves as part of a small research project involving all the students together. Le cours est donné en mode bilingue français/anglais.

Students are expected to: (1) do the readings assigned for class, (2) conduct and transcribe an interview, (3) conduct an analysis of an interview, (4) write up a short reflexive paper about what they have learned in the process

Selected Bibliography

Gubrium, Jaber F., James A. Holstein, Amir B. Marvasti, and Karyn D. McKinney (eds.) (2012).  The Sage Handbook of Interview Research: The Complexity of the Craft (2ed).  London: Sage.

Mason J. (1996).  Generating qualitative data: interviewing.  In Jennifer Mason: Qualitative researching.  London: Sage: 35-59.

Talja, Sanna (1999).  Analyzing Qualitative Interview Data: The Discourse Analytic Method.  Library & Information Science Research 21, 4: 459–477.

Kvale, Steinar, 1996, Doing Interviews: an introduction to qualitative research interviewing. Sage Publications: Thousand Oaks, Calif.

• Course title: Multilingualism and Internationalisation in higher Education
• Number of ECTS: 3
• Course code: MALDMMC-273
• Module(s): Research Approches – Advanced I
• Language: EN
• Mandatory: Yes

• Course title: Deutsch A1.2 allgemein – Kirchberg
• Number of ECTS: 3
• Course code: LC_CAT-266
• Module(s): Languages – Advanced I
• Language: DE
• Mandatory: No

By the end of this course, students should be able to:understand and provide informationaboutthemselves and general private mattersunderstandand, give information about their spare time activities and making appointmentsunderstandand, provide information about rooms, apartments and furnitureunderstandand, provide information about clothes and fashion and how to buy thingsunderstandand, give information about attractions and towns in the German speaking countriesinteract in th everyday life like telling time, etc.understand and provide simple texts like e-mails or sms.

This course starts with basic language skills. The course will be based on the manual DaF-KompaktA1 (Hueber)Communication skills : The students will learn to understand simple written texts and oral communication about presenting yourself, giving personal information, giving information about time and seasons, buying things and food,hobbies and spare time activities, making appointments, furniture and living, tourist attractions and urban living.Grammar: articles, verbs in the present, negation, modal verbs, irregular verbs in the present tense, possessive articles, sentence structure, etc. The course ends with a language examination in all four communicative activities on the level A1 GER.

Speaking, listening, writing and reading skills will be evaluated in task-based activities.Listening: key information from listening texts has to be understood (radio,TV…),Reading: key information to be found in a short reading text, Writing: simple text to be summarized and simple text production,Students will be evaluated on their active participation in the course, their regular homework and on their final test(written and spoken).

Bibliography : Birgit Braunet.al.:DaFkompakt A1(DeutschalsFremdsprache) Kurs-und Übungsbuch + 2 Audio CDs. Klett. Stuttgart 2015.

• Course title: Peer tutoring (Belval)
• Number of ECTS: 5
• Course code: LC_CAT-71
• Module(s): Languages – Advanced I
• Language: FR, DE, EN
• Mandatory: No

The Language Centre offers training for tutors in language learning and writing in French, German and English. This training leads to a certificate from the Language Centre and equips you to advise your fellow students on  language learning and writing academic papers.ApplicationPlease send the following documents to languagecentre@uni.lu by 3 March 2025:a high-quality text written by yourself in the language(s) in which you want to complete your tutor training (max. two languages);a covering letter explaining why you want to complete the training 

This training leads to a certificate from the Language Centre and equips you to advise your fellow students on language learning, presentations and writing academic papers.After successfully completing the training, you may apply for a position as a peer tutor at the Language Centre (under a Student Assistant contract).

Please see full description and application procedure HEREModule Dates 2024-2025Theory module24 units (3 workshops of 2 x 4 units each) 11 and 12 March18 and 19 March25 and 26 MarchFrom 16.00 to 19.00Belval Campus Practice moduleCourse observation and teaching   During the semester. Work with ePortfoliosReflection, materials, ideas   To hand in by the end of the semester. Final presentation June 2025

Training is conducted in three modules (theory, practice and e-Portfolio) and concludes with a final presentation.

The peer tutor program can also be integrated into the following study programmes:Bachelor en Cultures Européennes (4 ECTS)Master in Learning and Communication in Multilingual and Multicultural Contexts (5 ECTS)Master in Secondary Education (professional) (5 ECTS)

• Course title: Deutsch A1.2 allgemein – Belval
• Number of ECTS: 3
• Course code: LC_CAT-269
• Module(s): Languages – Advanced I
• Language: DE
• Mandatory: Yes

Communication skills: The students will learn to understand simple written texts and engage in oral communication on topics such as buying goods and food, making appointments, hobbies and leisure activities, furniture and living arrangements, tourist attractions, and urban living.Grammar: The students will learn regular and irregular verbs in the present and perfect tense, articles and nouns with gender and cases, modal verbs, interrogative and imperative forms, sentence structure, pronouns, prepositions, connectors, participles etc. Course design: The objective is the continued acquisition of basic oral and written skills. Students will engage in speaking, listening, writing, and reading communicative activities through individual, pair, and group work. Additionally, students will be provided with links to interactive exercises, quizzes, and games as well as to tutorials and other informative tools. The course concludes with a language examination covering all four communicative activities.

By the end of this course, students should be able to:Understand and provide information about themselves and general personal mattersUnderstand and give information about their leisure activities and making appointmentsUnderstand and provide information about rooms, apartments, and furnitureUnderstand and provide information about clothes, fashion, and shoppingUnderstand and give information about attractions and towns in the German-speaking countriesPerform everyday linguistic actions Understand and write simple texts like emails or SMS messages.

The objective is the continued acquisition of basic oral and written skills. Students will engage in speaking, listening, writing, and reading communicative activities through individual, pair, and group work. Additionally, students will be provided with links to interactive exercises, quizzes, and games as well as to tutorials and other informative tools. The course concludes with a language examination covering all four communicative activities.

Speaking, listening, writing and reading skills will be evaluated through task-based activities. Listening: Key information from listening texts (radio, TV, etc.) must be understood. Reading: Key information must be found in short reading texts, or questions about these texts must be answered   Writing: Simple texts are to be summarized, and basic text production is required. Students will be evaluated on their active participation in the course, their regular homework (which may include grammar or vocabulary exercises), and their final test (both written and spoken).

Attendance is mandatory

• Course title: Deutsch A2.2 allgemein – Kirchberg
• Number of ECTS: 0
• Course code: LC_CAT-265
• Module(s): Languages – Advanced I
• Language: DE
• Mandatory: No

Course design: This is a blended learning course in which students train their linguistic skills in class as well as on an e-learning platform (Moodle). 1 ECTS is awarded for the work in class and 2 ECTS for teacher-guided autonomous learning at home, the latter amounting to approximately four hours per week. A reading project adapted to the students’ proficiency level is part of the course. Students will also develop a writing portfolio with three short texts and give a short presentation about a university-related topic at the end of the semester. The course ends with a final test.

By the end of this course, students should be able to:• understand and provide information about university life, family, profession, tourism and culture, sports and food, learning experiences, media and communication, travel and climate as well as mobility and professional life;• understand and provide information about past activities;• ask for help, express recommendations and suggestions as well as hope and surprise; talk about learning experiences and about habits; express happiness, enthusiasm and disappointment, satisfaction and dissatisfaction as well as interest and disinterest; book rooms, give directions, talk about the weather; explain things;• give a short presentation about topic related to university life;• compose basic texts and revise them with the support of the teacher

This course aims to develop language skills in the objective to reach level A2 in German (A2.1 in the winter term and A2.2 in the summer term).Communication skills: understand written and oral texts about everyday life, and – to a certain extent – also about university life; speak about a variety of everyday topics and learn to cope linguistically with different kinds of everyday situations; write texts that are commonly met with in everyday communication.Grammar: perfect tense, possessive pronouns, prepositions, declination of adjectives, common conjunctions, reflexive verbs, temporal conjunctions, local prepositions, passive voice, phrase construction, dative and accusative objects, verbs with prepositions, past tense, demonstrative pronouns, relative clause and relative pronouns.

Grading• Continuous assessment (40% of the final grade):• 1 writing portfolio with three texts (10%). The revised versions of the texts will be graded.• 1 short presentation (2-3 minutes) about a university-related topic (10%)• Online tasks: grammar, vocabulary, writing etc. (10%)At least 50% of the tasks need to be completed in order to get the full score.• A reading project with online tasks (10%)At least 50% of the tasks need to be completed in order to get the full score.• Final test (60% of the final grade)

BibliographyHabersack, Charlotte (2013): Menschen A2. Deutsch als Fremdsprache. Kursbuch. Ismaning: Hueber.Breitsameter, Anna (2013): Menschen A2. Deutsch als Fremdsprache. Arbeitsbuch. Ismaning: Hueber.Page 2 of 2Winter term: Dittrich, Roland (2016): Die Skorpion-Frau: Liebe und Tod in Heidelberg. Berlin: CornelsenWinter term: Dittrich, Roland (2016): Die Skorpion-Frau: Liebe und Tod in Heidelberg. Berlin: Cornelsen.Summer term: Dittrich, Roland (2011): Leise kommt der Tod. Berlin: Cornelsen

• Course title: Deutsch A2.2 allgemein – Belval
• Number of ECTS: 3
• Course code: LC_CAT-268
• Module(s): Languages – Advanced I
• Language: DE
• Mandatory: No

This course aims to develop language skills to reach level A2.2 in German.

Communication skills: Students will learn to understand written and oral texts about everyday life, and, to some extent, university life. They will be able to speak about a variety of everyday topics and handle different everyday situations linguistically. Additionally, students will write texts commonly encountered in everyday communication.

Grammar: The course covers common conjunctions, especially temporal conjunctions, passive voice, sentence construction, dative and accusative objects, indirect questions and interrogative determiners, local prepositions, verbs with prepositions, modal verbs, reflexive verbs, past tense, demonstrative pronouns, relative clauses, and relative pronouns.

Course design: This is a blended learning course in which students develop their linguistic skills both in class and on an e-learning platform (Moodle). Students earn 2 ECTS for classroom participation and 1 ECTS for teacher-guided autonomous learning at home, which amounts to approximately two hours per week. Students will develop a writing portfolio with two short texts and deliver a short presentation on a topic related to the course program at the end of the semester. The course concludes with a final exam.

By the end of this course, students should be able to:

Understand and provide information about everyday life, learning experiences, media and communication, culture and administration, travel and climate, as well as mobility and professional life.

Understand and describe past activities.

Ask for help, make recommendations and suggestions, and express hope and surprise. Discuss learning experiences and habits, express happiness, enthusiasm, disappointment, satisfaction, and dissatisfaction, as well as show interest and disinterest. Additionally, students will be able to book rooms, give directions, talk about the weather, and explain various topics.

Deliver a short presentation on a topic related to the course program.

Write basic texts and revise them with the support of the teacher.

Continuous assessment (40%of the final grade):

Online tasks: grammar, vocabulary, etc.(20%)

At least 50% of the tasks need to be completed to receive the full score.

1 writing portfolio containing two short texts (10%)

1 short oral presentation (2-3minutes) on a topic related to the

course program

(10%)

Final test (60% of the final grade)

Bibliography

Habersack, Charlotte, Pude, Angela, Specht, Franz(2019): Menschen A2. Deutsch als Fremdsprache. Kursbuch. Ismaning: Hueber.

Breitsameter, Anna, Glas-Peters, Sabine, Pude, Angela(2013): Menschen A2. Deutsch als Fremdsprache. Arbeitsbuch. Ismaning: Hueber.

• Course title: Français général A1.2 – General French A1.2 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-263
• Module(s): Languages – Advanced I
• Language: FR
• Mandatory: No

Communicative skills in French:- introduce oneself, get in touch with someone and introduce someone (name, age, nationality, profession, spelling);- talk about one’s daily environment (address, e-mail, telephone number, talk about one’s family, hobbies);- ask and give news about someone;- know how to find your way: directions/give instructions;- know how to ask for information (orally and in writing);- ask for the time;- write a simple, short message or fill in simple registrations forms with your personal details

After completing this course, you will be able to use familiar everyday expressions and basic phrases. You can introduce yourself and ask and answer questions about personal details. You can interact in a simple way, provided that the other person talks slowly and clearly and is prepared to help.

This is a general French course, where written and oral comprehension, vocabulary, grammar and spelling are worked on, as well as written and oral expression in French. From the beginning of this course, you will start communicating in French. The covered topics include: greeting, introducing yourself, talking about yourself and your family, describing a city and a neighbourhood, talking about your hobbies and interests. The necessary grammar is explained and ample attention is paid to vocabulary. All skills are covered: speaking, writing, reading and listening. Attention is also paid to the cultural context of Luxembourg. 

Your final grade will be divided into:•attendance (compulsory) + participation in class: 20%,•2 tests based on oral and written comprehension: 30% •Final test: 50%

BibliographyBonjour et bienvenue A1.1 – tout en français – Livre-cahier + didierfle.appISBN 978-2278110803100% FLE – Grammaire essentielle du français A1 – livre + didierfle.appISBN978-2278109234

• Course title: English B2.2 academic – Gareth Jones (online course)
• Number of ECTS: 3
• Course code: LC_CAT-261
• Module(s): Languages – Advanced I
• Language: EN
• Mandatory: No

Language Development Objective: Enhance students’ accuracy and diversity in grammatical and lexical usage for both written and spoken academic contexts.

Academic Writing Objective: Equip students with skills to craft different sections of academic texts.

Academic Reading Objective: Enhance students’ abilities to engage with, understand and use an academic text effectively.

Academic Listening Objective: Enable students to comprehend key features of lectures and extended talks.

Academic Speaking

Objective: Enable students to participate in seminars and academic discussions. Prepare students to deliver a short oral presentation effectively.

Exhibit improved accuracy and variety in language use.

Organise ideas and write an essay outline. Write a coherent essay introduction and conclusion. Paraphrase and summarize information. Synthesise citations, evidence and explanation. Use cause-and-effect language to write an essay.  

Read for main ideas and detail in a text. Summarise key information in a text. Identify language to compare and contrast in an academic text. Recognise fact and opinion.

Listen to identify key points in a lecture.Identify signposting language to navigate an academic discussion. Utilise note-taking skills to capture spoken ideas and information. 

Take part in an academic discussion. Summarise and report on a seminar discussion. Analyse and evaluate the structure of a presentation. 

Use signposting language to deliver a coherent presentation.

This course aims to develop the language skills and communication skills of students in an academic context. It aims to provide students with the necessary tools, knowledge, literacies and confidence to thrive and achieve their potential in an English-speaking university setting. 

Note that you must attend at least 8 out of 10 sessions per semester and pass the course to be awarded credits.

Per semester, your grade is composed of the following:

•Assignments (50%): three written assignments and two oral assignments

•Final test (50%) of all the units covered (reading, listening, grammar and vocabulary).

• Course title: Français général A1.2 – General French A1.2 (Kirchberg)
• Number of ECTS: 3
• Course code: LC_CAT-243
• Module(s): Languages – Advanced I
• Language: FR
• Mandatory: No

The beginner’s French course enables the candidate to interact in a simple way, answer simple questions using individual words, expressions or short sentences. The candidate can express common feelings, tell the size and name the color of familiar objects, can also ask others about these qualities. The candidate can participate in short telephonic conversations, ask straightforward questions in familiar situations (e.g. asking the location of a place and price of an item, asking for time etc.) and understand the responses, can exchange information about everyday matters using simple vocabulary (e.g. weekend activities, hobbies and other interests, shopping etc.). The candidate can ask for assistance with vocabulary and clarification of tasks, recognize isolated vocabulary from specific subject areas. The candidate can understand words and expressions on signs when everyday language is used (e.g. ‘Open/Closed’, ‘Exit’etc.). He/She is equally able to adequately understand straight forward forms in order to insert personal information, recognize important information on basic promotional material (price, date, and time on posters) and to recognize, speak and write short messages and greetings. The candidate will be able to write very simple informal messages, short messages like post cards and birthday greetings and write simple descriptions of everyday objects. The candidate is able to indicate personal strengths and weaknesses, describe basic aspects of their day-to-day life and to talk about briefly about familiar topics

By the end of the course, students will be expected to:Be able to recognize and identify basic parts of a speech.Understand and use familiar everyday expressions and basic phrases in French aimed at the satisfaction of needs of a concrete type.Introduce people (oneself and others); ask and answer questions about personal details such as where one lives, people one knows and things one has.Interact in a simple way if the other person talks slowly and clearly and is prepared to help.Be able to interact with people in the close environment in the University and the City.

This course aims to develop basic language skills in the objective for full beginners to reach an A1 level (A1.1 in winter term and A1.2 in summer term). Students are involved in speech acts in interaction, listening authentic & training writing and reading communicative activities in individual and group work. Phonetics lessons will help students improve their pronunciation, as well as their understanding. Integrated and explicit grammar will support communicative skills.

The evaluation consists in various tasks:A continuous assessment dealing with questions/role playing in class (oral participation) will count for 20 % of final course mark.3 assignments will stand for 30 % of final course mark (oral presentation; writing paper about a person and an object; understanding an advertisement).A final test (listening, writing and reading) will take place at the end of the semester. It counts for 50 per cent of the final mark.

Personal work required outside of classIn order to strengthen language skills, vocabulary and grammar rules, after each class, students will be expected to review the texts; audiovisual material used during the course and learn the grammar rules and some additional vocabulary. Homework will include written expression, exercises or researches. Personal work expected: at least 1 hour / week

• Course title: English C1.2 academic – Gareth Jones (online course)
• Number of ECTS: 3
• Course code: LC_CAT-262
• Module(s): Languages – Advanced I
• Language: EN
• Mandatory: No

Language Development Objective: Enhance students’ accuracy and diversity in grammatical and lexical usage for both written and spoken academic contexts.

Academic Writing Objective: Equip students with skills to craft effective academic texts.

Academic Reading Objective: Enhance students’ abilities to critically assess various sources and use information to support or develop arguments.

Academic Listening Objective: Enable students to comprehend lectures and extended talks, and actively participate in seminars and academic discussions.

Academic Speaking

Objective: Enable students to participate effectively in seminars and academic discussions. Prepare students to deliver individual or group oral presentations effectively. 

Exhibit improved accuracy and variety in language use.

Understand and implement coherent paragraph and text organization. Utilise a variety of writing functions and sentence structures accurately. Adhere to academic writing conventions. Paraphrase, summarize, and synthesise information. Write compelling introductions and conclusions for essays, theses and reports.

Use text organization knowledge to comprehend texts. Identify primary arguments and supporting ideas. Select pertinent information. Apply various reading, note-taking, and annotation techniques. Analyse texts to understand words and phrases that express the author’s perspective.

Use strategies to understand diverse spoken features and styles in real-time and recorded speech. Follow extended discourse in lectures and seminars. Utilise note-taking skills to capture spoken ideas and information.

Speak with increased confidence and fluency.

Communicate facts, concepts and arguments clearly.

Use language to challenge, inquire, and respond in academic discussions and situations. 

Plan, research and deliver a presentation.

This course aims to develop the language skills and communication skills of students in an academic context. It aims to provide students with the necessary tools, knowledge, literacies and confidence to thrive and achieve their potential in an English-speaking university setting.

Note: you must attend at least 8 out of 10 sessions per semester and pass the course to be awarded credits.

Per semester, your grade is composed of the following:

•Assignments (50%): three written assignments and two oral assignments

•Final test (50%) of all the units covered (reading, listening, grammar and vocabulary).

There is no requirement for an academic textbook. The learning material will be provided on the Moodle platform.

• Course title: Français général A2.2 – General French A2.2 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-270
• Module(s): Languages – Advanced I
• Language: FR
• Mandatory: No

 

À l’issue de ce cours, vousserezcapable de:Demander, comprendre et donner des informations sur des habitudes quotidiennes, un emploi du temps, des personnes, un règlement ;Parler de vos goûts ;Décrire votre environnement personnel (pays, logement, université) ;Parlerde vos projets personnels et professionnels;Expliquer vos choix en comparant ;Demander et donner des conseils;Parler de vos études et de votre expérience professionnelle;Raconter des événements passés, un souvenir, une anecdote, une expérience ;Parler brièvement de l’actualité, raconter un fait divers.

Nous analyserons d’abord vos besoins et ferons ensuite quelques révisions de grammaire et de vocabulaire:- Utilisation du présent, du passé composé et du futur proche ;- Conjugaison des verbes essentiels (faire, pouvoir, devoir, vouloir, savoir, connaître) ;- Utilisation des articles (définis, indéfinis et partitifs) ;- Utilisation des pronoms personnels compléments (directs, indirects, y, en) ;- Utilisation des pronoms relatif simples (qui, que, où) ;- Utilisation des expressions de temps ;- Formulation des questions ;- Lieux importants de la vie quotidienne ;- Description physique et psychologique des personnes ;- Habitudes ;- Alimentation.Puis nous étudierons la comparaison, les formes négatives, la condition avec « si », l’imparfait de l’indicatif, l’alternance passé composé/imparfait ainsi que le futur simple, tout en nous intéressant au vocabulaire des études, du travail, des médias et des voyages.Nous approfondirons ces points à l’aide de documents issus de la vie quotidienne.

 

Bibliographie: La bibliographie est présentée pourinformation. Iln’est pas nécessaire d’acheter leslivres.Édito, niveau A2, édition 2022, Didier FLEEn contexte – Exercices de grammaire, niveau A2, HachetteVocabulaire progressif du français, niveau A2, CLÉ International

• Course title: Français général A2.2 – General French A2.2 (Kirchberg)
• Number of ECTS: 3
• Course code: LC_CAT-244
• Module(s): Languages – Advanced I
• Language: FR
• Mandatory: No

 L’objectif de ce cours est d’acquérir les connaissances suffisantes en français pour accéder au cours de français général niveau B1. Cette remise à niveau est faite grâce à : de nombreux exercices de grammaire et de vocabulaire, des jeux de rôles et des situations de communication de la vie réelle.  

À l’issue de ce cours vous serez capable de :• Donner une explication simple • Parler de vos goûts, de vos projets • Fixer, accepter/refuser un rendez-vous• Parler de votre expérience universitaire et professionnelle• Établir des comparaisons • Demander et donner des conseils• Raconter une expérience passée

Ce cours a pour but de renforcer vos connaissances et vos pratiques en langue française, principalement écrite, afin d’enrichir vos productions d’écrits, non seulement dans le cadre de vos études ou de votre métier mais aussi dans les situations de communication avec d’autres personnes. Les premières heures se concentreront sur la révision des points de grammaire essentiels notamment :- Le présent de l’indicatif – Le futur proche – Le passé composé – La forme interrogative Nous approfondirons ces acquis et aborderons : – Les pronoms relatifs simples- La négation – Les pronoms Y/EN – La place de l’adjectif – La comparaison

L’évaluation se fera ainsi :50 % : Notes des devoirs écrits rendus (deux devoirs composés d’une production orale et écrite)50 % : Participation orale en cours et préparation des devoirs maison.La présence aux cours est obligatoire afin de valider les crédits ECTS attribués au cours de français général A2. Au-delà de deux absences, l’étudiant/étudiante ne peut plus valider le cours.

Édito A1, Éditions DidierÉdito A2, Éditions DidierObjectif express A1/A2Grammaire essentielle du français A2, 100 % FLE, DidierFle

• Course title: Academic writing workshop – MA MLearn
• Number of ECTS: 3
• Course code: LC_CAT-214
• Module(s): Languages – Advanced I
• Language: EN
• Mandatory: No

Key objectives and content that will be covered are as follows:

 

• to accurately convey the ideas and concepts of the writer to the reader, in a formal manner.

   Readers are assumed to be both native or non-native speakers (L2) of English.

• writing in an academic style and with correct register

• producing good paraphrasing and summarising of sources of information

• accurately integrating sources into your writing

• optimising the efficiency and effectiveness of your writing process

• effective paragraphing with its essential elements

• taking a stance and constructing an argumentative thread

• structuring your writing for coherence of your ideas, and cohesiveness at the grammatical level

• identifying and correcting common English language errors in academic writing.

Students will be able to:

• become aware of how their writing process can become more effective and efficient.

• evaluate their own texts for communicative adequacy and style.

• structure their texts to ensure communicative effectiveness.

• integrate sources appropriately and distinguish their own viewpoint

 

online course (via Webex) – This course uses participants’ own work to understand and improve upon the key elements of academic writing. These workshops will use both participants’ own work and example texts to present and analyse key features of English academic writing. Students will examine and discuss texts and complete exercises to help them acquire the knowledge and techniques to revise their own writing and the confidence to embark upon their dissertation. The focus will be on establishing the foundations for successful academic writing and will use constructive peer review of current or previous written work to improve students’ awareness of written communicative effectiveness. As a result of the interactive and needs-driven format, the exact content of workshops will depend on participants’ texts and their own issues with academic writing

Active participation in the workshops

Completion of extension activities

Provision of peer feedback (both orally and in written form)

(Re)writing your own paper

Note:

This is not a language course.

As the workshops are based on participants’ own writing, only students who have already written, or are currently writing, an extended piece of writing (e.g. a paper, report, dissertation) in English for their MA can participate.

Selected Bibliography

Handouts and relevant reading material will be posted on Moodle.

• Course title: Portugais A1 – Portuguese A1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-154
• Module(s): Languages – Advanced I
• Language: PT
• Mandatory: No

 This course aims at giving total beginners in Portuguese, keys to phonetics and the basic vocabulary of the Portuguese language. Oral communication is particularly targeted.Students are involved in speaking, listening, writing and reading communicative activities in individual and/or pair and/or group work. When the students have a certain mastery of every day vocabulary and of the verbal system, the main aspects of grammar will be studied.

By the end of this course, students should be able to: manage to take part in simple, short conversation introduce themselves greet people provide personal information about themselve provide spatial information describe places ask for information make appointments and talk about their daily routine and leisure activities; ask for or order something in a hotel or restaurant express preference understand simple written texts and briefly summarize them Express themselves in a very simple way in everyday conversation invite/ accept /refuse write a letter learn the basic grammatical structures of the Portuguese language.

This course combines speaking, writing, reading and listening skills for general purposes. It is orientated for academically trained learners who are willing to learn (a) foreign language(s) and acquire basic command of the Portuguese language.It aims at developing the linguistic abilities of the A1 level of the common European Reference Setting for languages.Teaching language: Portuguese/French (with recourse to English when needed)

Evaluation Speaking, listening, writing and reading skills shall be evaluated in task based activities; Oral interaction in the class Listening: key information from listening texts must be understood (Advertisements, dialogues, etc.); answering multiple choice questions; answering right/wrong questions; completing sentences; Reading: key information in a short reading must be detected; Speaking: daily routines, introducing oneself, meeting new people; dialogues, etc Writing: basic “texts” or sequence of sentences should be summarized.Students will be evaluated, in accordance to their active participation in the course, on their regular homework (which also consists of grammar and/or vocabulary exercises/drills) and on their final presentation and test (both written and spoken).

Bibliography Tavares, Ana, Português XXI, Livro do Aluno 1; ( Nível A1) Lidel, 2014. Coimbra, Isabel e Mata Coimbra, Olga, Gramática Ativa 1, Lidel, 2014.

• Course title: Portugais A2 – Portuguese A2 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-191
• Module(s): Languages – Advanced I
• Language: PT
• Mandatory: No

• Solicitar e fornecer informações sobre hábitos diários;• Fale sobre os seus gostos, os seus projetos;• Fazer sugestões e reagir a propostas (aceitar, declinar, pedir desculpas);• Dar uma razão, explicar, justificar as suas escolhas;• Pedir e dar conselhos;• Falar sobre a sua experiência profissional, o seu ambiente de trabalho;• Contar, narrar eventos passados, uma memória, uma anedota, uma experiência.

Na metodologia utilizada presta-se uma atenção constante ao processo de comunicação oral e à abordagem comparativa entre a língua portuguesa e francesa para a aprendizagem da gramática. Estas aulas de “Língua portuguesa -nível A2” pretendem desenvolver as competências linguísticas do nível A2 do Quadro Europeu Comum de Referência para as Línguas

Praticando uma avaliação formativa, os alunos devem entregar ou enviar à professora (por e-mail ou através da Plataforma Moodle) todo o tipo de trabalhos escritos para correção, desde exercícios gramaticais, pequenas fichas de leitura e todo o tipo de trabalhos realizados em autonomia, além dos exercícios de redação solicitados pela professora.- Interação oral na aula – 25% – A avaliação da compreensão oral é efectuada a partir da audição de documentos em português (registos áudio) com resposta a questionários de escolha múltipla, exercícios de Verdadeiro e Fal- so, frases para completar. A avaliação da expressão oral é efectuada a partir de apresentação de curtos diálogos entre pares.- Teste intermédio – 25%- Exame final (escrito) – 50%

BibliografiaBESCHERELLE, Les verbes portugais et brésiliens, ed. Hatier, Paris, 1997. BLUM, Geneviève. Les Idiomatics Français–Portugais / Português-Francês,ed. Seuil, Paris, 1990.CARREIRA, Maria Helena & Boudoy, Maryvonne, Pratique du portugais de A à Z, Paris, Hatier, 2009.COIMBRA, Ana Mata; COIMBRA, Isabel, Gramática Activa 1, 2.a ed., Lisboa, Lidel, 2000.TAVARES, Ana, Português XXI – Nível 2 (A2), Lidel, 2012.

• Course title: Italiano A1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-272
• Module(s): Languages – Advanced I
• Language: IT, FR
• Mandatory: No

Cours en présentiel réservé aux grands débutants dans la langue italienne.Le cours propose une première découverte de l’italien à travers une approche pédagogique axée principalement sur la communication. Les étudiants seront amenés à apprendre le vocabulaire, des principes de prononciation et des règles grammaticales de base, ainsi qu’à développer les quatre compétences langagières (compréhension orale, expression orale, compréhension écrite, expression écrite) par des exercices et des activités individuelles et/ou en binôme ou en groupe. De plus ils auront l’opportunité de connaître des aspects de la culture italienne.À l’issue du cours les étudiants seront capables de-       communiquer dans des situations simples (se présenter, saluer, remercier, poser de simples questions, demander des renseignements, etc.)-       parler de ses activités quotidiennes, de ses loisirs, de sa famille-       utiliser les structures grammaticales de base de l’italien-       rédiger de courts textes (lettres, e-mail, CV, etc.) Corso in presenza per principianti assoluti nella lingua italianaIl corso propone un primo avvicinamento all’italiano attraverso una pedagogia basata soprattutto sulla comunicazione. Gli studenti impareranno il lessico di base, le regole fondamentali di pronuncia e alcune regole semplici di grammatica; lavoreranno inoltre sulle competenze di comunicazione nei quattro ambiti previsti (parlare, ascoltare, scrivere e leggere) grazie ad esercizi ed attività individuali, in coppia e in gruppo. Alla fine potranno anche scoprire alcuni aspetti interessanti della cultura italiana.Alla fine del corso gli studenti saranno in grado di-       comunicare in contesti semplici (presentarsi, salutare, ringraziare, fare semplici domande, chiedere informazioni, ecc.)-       parlare della propria routine, del tempo libero, della famiglia-       usare le strutture di base della lingua italiana-       scrivere brevi testi (lettere, e-mail, CV, ecc.)

Modalité de contrôle : contrôle continuParticipation active : 20%Régularité dans l’exécution des devoirs à la maison : 20%Test final : 60%

• Course title: Français académique C1 – Valérie Puyau (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-189
• Module(s): Languages – Advanced I
• Language: FR
• Mandatory: No

L’objectif de ce cours est d’acquérir les connaissances suffisantes en français de l’écrit pour accéder au cours d’un locuteur indépendant.

A l’issue de ce cours vous serez capable de :• lire des articles de registres variés sur des questions contemporaines• comprendre un texte long y compris les parties difficiles• comprendre un texte littéraire contemporain• écrire des textes bien structurés clairs et détaillés sur n’importe quel sujet y compris complexe, approprié au lecteur visé, et dans un style personnel• écrire un essai ou une synthèse sur n’importe quel sujet y compris complexe, qu’il se rapporte ou non à son domaine• exposer son argumentation

 

A l’issue de ce cours vous serez capable de :• lire des articles de registres variés sur des questions contemporaines• comprendre un texte long y compris les parties difficiles• comprendre un texte littéraire contemporain• écrire des textes bien structurés clairs et détaillés sur n’importe quel sujet y compris complexe, approprié au lecteur visé, et dans un style personnel• écrire un essai ou une synthèse sur n’importe quel sujet y compris complexe, qu’il se rapporte ou non à son domaine• exposer son argumentation

 

A l’aide d’écrits de textes authentiques universitaires, issus des médias ou de la littérature contemporaine, nous aborderons les techniques d’analyse de texte, de résumé, d’argumentation/essai et de synthèse de l’écrit.Nous nous appuierons sur ces textes pour travailler également l’aspect formel de la langue (grammaire, conjugaison, lexique). Nous évaluerons au préalable vos besoins lors des premières séances et procéderons à quelques révisions

L’évaluation sera constituée pour 50% d’un devoir de synthèse (à réaliser en binôme à la maison), pour 25% des notes des devoirs rendus et pour 25% de la participation en classe et de la préparation des devoirs maison.

Bibliographie

Communiquer à l’écrit, Cle international

Documents DALF C1, C2

Production écrite Niveau C1, C2 Edition Didier

• Course title: Exploring AI
• Number of ECTS: 2
• Course code: MALDMMC-276
• Module(s): Languages – Advanced II
• Language: EN
• Mandatory: No

By the end of the course, the students will:

acquire comprehensive understanding of the current state-of-the-art techniques, methodologies, and applications in the domain of Generative AI;

collaboratively design a project that utilizes a range of AI tools to address a specific problem or theme of personal or professional interest for the students, demonstrating critical engagement with the technology.

This course delves into the rapidly evolving world of Generative AI (GenAI), providing students with a comprehensive understanding of cutting-edge techniques, methodologies, and applications. The course bridges technical knowledge and practical applications of GenAI in multilingual and multicultural contexts. Key topics that are covered in the course include natural language processing, text, image, sound and video generation, ethical considerations, and the impact of AI on global communication. Through interactive lectures, hands-on group projects, and critical discussions, students will gain the skills necessary to analyze and implement AI-driven solutions. By the end of the course, participants will be well-equipped to leverage GenAI in their respective fields of personal and/or professional interest, fostering innovation in diverse settings. 

Group project

Individual reflective essay

Bibliography:

Amazon Web Services. (2024). What is prompt engineering?. Retrieved July 30, 2024, from https://aws.amazon.com/what-is/prompt-engineering/. Financial Times. (2023). How generative AI is changing the world. Financial Times. Retrieved July 30, 2024, from https://ig.ft.com/generative-ai/. Jobin, A., Ienca, M., & Vayena, E. (2019). The global landscape of AI ethics guidelines. Nature Machine Intelligence, 1(9), 389–399. https://doi.org/10.1038/s42256-019-0088-2 Trott, S., Jones, C., Chang, T., Michaelov, J., & Bergen, B. (2023). Do large language models know what humans know? Cognitive Science, 47(7), e13309. https://doi.org/10.1111/cogs.13309

• Course title: Podcasting: an Introduction
• Number of ECTS: 2
• Course code: MALDMMC-257
• Module(s): Languages – Advanced II
• Language: EN, FR, AU
• Mandatory: No

Students will:

Learn the basics of podcasting

Gain an understanding of podcasting as a medium, a tool of expression and an intimate form of storytelling

Explore the making of podcasts (e.g. how to build and structure audio content)

Learn recording essentials (e.g. how to use techniques and handle equipment)

Learn editing essentials (e.g. how to use audio editing software)

Have the option to publish and distribute our podcasts

The course provides a practical introduction into podcasting. Throughout the course, we will learn how to produce audio content at a professional recording studio, located in Esch- sur- Alzette. Specifically, we will learn how to record podcasts by means of devices such as a mixing desk, microphones, headsets and a recording software. We’ll delve into how elements like voice, listening, imagination, emotions, empathy, time, and sound come together as essential components of effective storytelling. We will explore how to weave these elements into the podcast to create engaging and memorable stories, how to incorporate music and other audio content while recording, as well as in already recorded files. Additionally, we will look into post-production techniques – how to cut and edit audio files by using editing software.  Finally, we will explore how the way we listen shapes the stories we tell. We’ll delve into how, as podcasters, we can persuade and captivate audiences using only our voices. By the end of the course, we will create and produce our own podcasts.

Class participation

Final podcast project, including a project description and a reflection on your podcast production experience

This course focuses on gaining practical experience. However, to learn more about podcasting the following readings and podcasts are suggested to get inspiration:

Llinares, D. (2018). Podcasting as Liminal Praxis: Aural Mediation, Sound Writing and Identity.

Wake, A., Fox, K. & Strong, C. (2020). Pandemic Podcasting: From Classroom to Bedroom. Teaching Journalism & Mass Communication, 10(1), 29-33.

This American Life Episodes (thisamericanlife.org)

Ten Percent Happier with Dan Harris. Every Episode from the TPH Podcast — Ten Percent Happier (happierapp.com)

• Course title: Deutsch allgemein A2.1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-239
• Module(s): Languages – Advanced II
• Language: DE
• Mandatory: No

This course aims to develop language skills in the objective to reach level A2 in German (A2.1 in the winter term and A2.2 in the summer term).Communication skills: understand written and oral texts about everyday life, and – to a certain extent – also about university life; speak about a variety of everyday topics and learn to cope linguistically with different kinds of everyday situations; write texts that are commonly met with in everyday communication.Grammar: perfect tense, possessive pronouns, prepositions, declination of adjectives, common conjunctions, reflexive verbs, temporal conjunctions, local prepositions, passive voice, phrase construction, dative and accusative objects, verbs with prepositions, past tense, demonstrative pronouns, relative clause and relative pronouns.

By the end of this course, students should be able to:• understand and provide information about university life, family, profession, tourism and culture, sports and food, learning experiences, media and communication, travel and climate as well as mobility and professional life;• understand and provide information about past activities;• ask for help, express recommendations and suggestions as well as hope and surprise; talk about learning experiences and about habits; express happiness, enthusiasm and disappointment, satisfaction and dissatisfaction as well as interest and disinterest; book rooms, give directions, talk about the weather; explain things;• give a short presentation about topic related to university life;• compose basic texts and revise them with the support of the teacher

This course aims to develop language skills in the objective to reach level A2 in German (A2.1 in the winter term and A2.2 in the summer term).Communication skills: understand written and oral texts about everyday life, and – to a certain extent – also about university life; speak about a variety of everyday topics and learn to cope linguistically with different kinds of everyday situations; write texts that are commonly met with in everyday communication.Grammar: perfect tense, possessive pronouns, prepositions, declination of adjectives, common conjunctions, reflexive verbs, temporal conjunctions, local prepositions, passive voice, phrase construction, dative and accusative objects, verbs with prepositions, past tense, demonstrative pronouns, relative clause and relative pronouns.

Grading• Continuous assessment (40% of the final grade):• 1 writing portfolio with three texts (10%). The revised versions of the texts will be graded.• 1 short presentation (2-3 minutes) about a university-related topic (10%)• Online tasks: grammar, vocabulary, writing etc. (10%)At least 50% of the tasks need to be completed in order to get the full score.• A reading project with online tasks (10%)At least 50% of the tasks need to be completed in order to get the full score.• Final test (60% of the final grade)

BibliographyHabersack, Charlotte (2013): Menschen A2. Deutsch als Fremdsprache. Kursbuch. Ismaning: Hueber.Breitsameter, Anna (2013): Menschen A2. Deutsch als Fremdsprache. Arbeitsbuch. Ismaning: Hueber.Page 2 of 2Winter term: Dittrich, Roland (2016): Die Skorpion-Frau: Liebe und Tod in Heidelberg. Berlin: CornelsenWinter term: Dittrich, Roland (2016): Die Skorpion-Frau: Liebe und Tod in Heidelberg. Berlin: Cornelsen.Summer term: Dittrich, Roland (2011): Leise kommt der Tod. Berlin: Cornelsen

• Course title: Français académique B2 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-186
• Module(s): Languages – Advanced II
• Language: FR
• Mandatory: No

 Cours en présentiel – campus Belval Ce cours a pour but de renforcer vos connaissances et vos pratiques en langue française, principalement écrite, afin d’enrichir vos productions d’écrits, non seulement dans le cadre de vos études ou de votre métier   mais aussi dans les situations de communication avec d’autres personnes. 

A l’issue de ce cours, vous serez capable:De comprendre et de commenter un article sur une question d’actualité, un article informatif, un article d’opinion (éditorial), un article à visée humoristique… ;De comprendre des reportages, débats, émissions de radio, de télévision ou de sites Internet informatifs sur l’actualité, des sujets culturels et sociétaux.D’exprimer et défendre vos opinions, réagir aux arguments d’autrui ;De développer une argumentation précise et efficace à l’écrit et à l’oral ;Derédiger unesynthèse,unrésumé,unelettreformelle, un texte argumentatif

Cours en présentiel – campus BelvalDans une première partie, nous évaluerons vos besoins et ferons quelques révisions de grammaire telles que :Utilisation du présent et du subjonctif, des temps du passéLes pronoms compléments, démonstratifs, interrogatifs, …Accord des participes passésExpression du temps : depuis, pendant, pour, il y a, …Utilisation de connecteurs logiques Puis nous approfondirons ces acquis et les enrichirons en travaillant principalement sur des documents  authentiques issus de la presse.

Le contrôle se fait en continu avec un test final. Les devoirs écrits sont obligatoires. La note finale sera calculée ainsi :La participation en classe 20%Les 2 devoirs écrits 30% (50% pour chaque devoir)L’évaluation de la compréhension orale 20%Le test final 30%Total 100%Les devoirs comprendront des exercices de grammaire, de compréhension orale et écrite et la rédaction d’un texte personnel.

Bibliographie :AlterEgo,NiveauB2,EditionsHachette.Grammaire essentielle du français, Didier FLE

• Course title: Digitale Kreationen: Mehrsprachige und mehrkulturelle Identitäten im Fokus
• Number of ECTS: 3
• Course code: MALDMMC-234
• Module(s): Module Interdisciplinaire – Advanced II
• Language: DE, FR, EN
• Mandatory: No

Der Kurs soll Studierende befähigen:

Möglichkeiten und Methoden aus dem Bereich der „digital arts“ kennenzulernen und auszuprobieren,

“Digital Storytelling“ als eine Methode der Selbstreflektion und des kritischen Umgangs mit Theorien und Konzepten und „real world problems“ zu erproben,

das Potential der „digital arts“ als Methode kreativen, pluralen Lernens zu evaluieren,

eine eigene multimodale (mehrsprachige) ‚digitale Geschichte‘ zu konzipieren und filmisch umzusetzen. The course shall enable students:

to appreciate and learn about “digital arts”,

to experience “Digital Storytelling” as a method of self-reflection and as a tool to enhance understanding of central concepts and theories discussed in our Master Program,

to evaluate the potential of “digital arts” as a method for fostering creative learning and pedagogies of plurality,

to plan and create your own multimodal (multilingual) digital story.

Im Kurs:beschäftigen wir uns mit neuster Forschung zu „digital media, arts and digital story telling“,betrachten wir kritisch existente Initiativen im Bereich der „digital arts“, die solche Ansätze als Ressource zum Sprach- und interkulturellen Lernen benutzen, erarbeiten wir uns Abläufe, Kriterien und Techniken (z.B. die Handhabung entsprechender Software) für die Produktion von „digital stories“, entwerfen und realisieren wir unsere eigene multimodale, mehrsprachige „digital story“.In the course we:examine recent research on “digital media, the arts and digital story telling”critically appreciate initiatives that attempt to value and apply these technologies (in secondary and higher education) learn about processes, criteria and techniques (including useful software)  for the making and production of “digital stories”plan, devise and produce our own film project, having a go at multimodal, multilingual digital story telling

Reflective account (building on diary notes and your course experience)

Selected Bibliography

Anderson, J. & V. Macleroy (2016) Multilingual Digital Storytelling. Routledge: London.

Lundby, K. (2008) Digital Storytelling, Mediatized Stories. Self-representation in the New Media, Peter Lang: New York.

• Course title: Identity – Interculturality – Plurilingualism: Theories and Research Methodologies
• Number of ECTS: 3
• Course code: MALDMMC-162
• Module(s): Module Interdisciplinaire – Advanced II
• Language:
• Mandatory: No

In this course the students will develop a better understanding about the multifaced notions of identity, especially within inter- and plurilingual contexts. They will familiarize with relevant theoretical positions, but also develop good knowledge about research methodology in this thematic area.

As a follow-up to the course “The concept of culture in a globalized world” this class sheds light on the different meanings and ideologies attached to the notion of identity, another central notion within humanities and social sciences. We will discuss the concept of (collective and individual) identity and mainly deal with research on identity development in inter-/transcultural and plurilingual settings. Biographical approaches will also play an important role. We will have a mixture of more theoretical texts/themes and concrete examples of research in this field (including methodological aspects).

The students are expected to participate regularly and actively in the course. They should take part in the discussions and prepare every class by reading at least one of the suggested texts. Every student should do a presentation about one topic of the class and be a discussant for another topic.

Bibliography (examples)

Coulmas, F. (2019): Identity. A (very short) introduction. Oxford University Press.

Hu, A. (2022): Building a Plurilingual Identity. In: A. Stavans/U. Jessner (eds.), The Cambridge Handbook of Childhood Multilingualism, Cambridge University Press, 491-514.

McKinley, A./Mcvittie, C. (2011): Identities in context. Individuals and discourse in action. Wiley-Blackwell. 

 

• Course title: Communication interculturelle et intersubjectivité
• Number of ECTS: 2
• Course code: MALDMMC-242
• Module(s): Module Interdisciplinaire – Advanced II
• Language: FR, EN
• Mandatory: No

A la fin de ce séminaire, les étudiants seront en mesure de :

Saisir une approche critique du concept de culture

Saisir une approche critique du concept d’identité

Définir une situation interculturelle et interidentitaire

Identifier les enjeux politiques à base de corpus numériques

Comprendre le fonctionnement des discours de la diversité

 Maîtriser la systémique des interactions

L’interculturalité est un concept polymorphe et complexe, souvent confondu avec ceux de transculturalité ou de multiculturalité. En partant de cette complexité, de nombreux modèles sociaux émergent dans un certain nombre de pays : entre l’homogénéité républicaine idéale du modèle français ou le communautarisme démocratique canadien, de nombreuses manières de gérer la diversité existent à travers le monde des démocraties, avec des limites qui incluent et excluent un certain nombre de populations.Avant de comprendre ce qu’est l’interculturalité, il convient de saisir le fonctionnement des concepts de culture et d’identité, très souvent liés de manière abusive à la notion de nation. Au centre de récits communautaires généralistes, les concepts de culture et d’identité regroupent des individus en function d’intérêts imaginaires et/ou pragmatiques, avec une emphase anthropologique qui doit permettre de comprendre les sociétés en décrivant leurs fonctionnements de la vie quotidienne.Ce cours se concentre d’abord sur une approche théorique des notions de culture et d’identité, avant de rentrer dans le vif du sujet et de saisir la dynamique complexe des interactions interculturelles, sur base du modèle systémique de la communication. A partir de là, nous verrons à quel point ces modèles façonnent les esprits et les sociétés, et quels sont les enjeux politiques qui se retrouvent saisis et dessinés à partir de là. Un petit detour par l’analyse des discours de la diversité sera effectué périodiquement.

Les étudiants devront rédiger un essai de huit pages environ sur une problématique interculturelle de leur choix, qui pourra être liée à leur culture ou pays d’origine, ou bien se focaliser sur un champ de leur choix (société, politique, management d’entreprise).

Selected Bibliography

Benhabib, S. (2002). The Claims of Culture. Equality and Diversity in the Global Era. Princeton: Princeton University Press.

Breidenbach, J., Nyiri, P. (2009). Seeing culture everywhere: from genocide to consumer habits. Seattle: University of Washington Press.   

Holliday, A. (2011). Intercultural communication and ideology. London: Sage.   

Keating, A. (2013). Transformation now. Chicago: University of Illinois Press.   

Kuper, A. (1999). Culture: the Anthropologists‘ account. Cambridge: Harvard University Press.   

Lindholm, C. (2008). Culture and Authenticity. Oxford: Blackwell.   

Meunier, J.-P. (2003). Approches systémiques de la communication. Bruxelles: De Boeck.   

Olwig, K.F. & Hastrup, K. (1997). Siting Culture. The shifting anthropological object. London: Routledge.   

Parekh, B. (2000). Rethinking Multiculturalism. Cultural Diversity and Political Theory. Cambridge: Harvard University Press.   

Phillips, A. (2009). Multiculturalism without culture. Woodstock: Princeton University Press.   

Piller, I. (2011). Intercultural communication: a critical introduction. Edinburgh: Edinburgh University Press.   

Taylor, C. (1992). Multiculturalism and ’the Politics of Recognition’. Princeton: Princeton University Press.   

Wagener, A. (2019). Systémique des interactions. Bruxelles : Peter Lang.

Wagener, A. (2015). L’échec culturel. Bruxelles : Peter Lang.   

Wikan, U. (2002). Generous Betrayal. Politics of Culture in the New Europe. Chicago: The University of Chicago Press.

• Course title: Discovery Internship
• Number of ECTS: 5
• Course code: MALDMMC-228
• Module(s): Module Interdisciplinaire – Advanced II
• Language:
• Mandatory: No

Le stage est une opportunité pour les étudiant-e-s qui le souhaitent de confronter les connaissances construites au cours du Master avec la réalité du monde professionnel. Le stage peut également constituer la première étape d’une construction de données pour le mémoire de Master.

Le stage est un cours non-obligatoire. Si les étudiant-e-s choisissent de faire le stage, ils sont invités à identifier un lieu de stage dans un lieu de leur choix. Une convention tripartite est ensuite signée entre l’étudiant-e, la structure d’accueil du stagiaire et la direction du Master. L’étudiant-e établit également quels seront ses objectifs pour le stage en relation avec le ou la superviseur(e) de stage. Au retour du stage, l’étudiant-e rédige un rapport. Le ou la superviseur(e) qui a accompagné le stagiaire sur la place de travail rédige une évaluation. Les modalités du stage et des informations concernant l’évaluation sont disponibles sur le site Moodle du cours.

Le stage n’est pas évalué par une note mais par une appréciation globale (pass/fail). Les tâches à réaliser et documents à remplir sont précisés sur le site Moodle du cours ci-dessous.

• Course title: Marketing and Global Communication Development
• Number of ECTS: 2
• Course code: MALDMMC-31
• Module(s): Module Interdisciplinaire – Advanced II
• Language: EN, FR, DE
• Mandatory: No

To use the Branding, Marketing & Communication approach as an added value in ANY of your projects!

You will be able to concretely use and apply fully integrated, relevant and efficient branding, marketing & communication tools & techniques for any projects you would like to manage.

‘Global Marketing & Communication Development’ Use branding, marketing and Communication as an added value in ANY of your projects! Based on a unique and practical approach, this seminar will give you all the tools you need to be able to use the marketing & communication techniques! Integrating the latest and state-of-the art techniques in terms of branding, marketing and communication, including social media and Digital Marketing, you will be able, for example, to build your own marketing strategies and communication plans, integrating and combining the latest marketing schemes and dynamics. This seminar may be followed by individual & personalized sessions. The seminar as well as the proposed individual personalized sessions will be facilitated by one active professional who is a global specialist in branding, marketing and communication, sharing over 25 years of working experience. 

Based on preparation works sent PRIOR to the class, by email, to the professor (email address = ch@regnau.lt) asked when attending to the class, on the participation and exchange with your fellow participants during the class and on one final assignment to deliver after the class, using the concrete tools introduced during the class.

(supported by individual & personalized sessions given after the seminar #TheCoffeeIsOnMe)

Note: As for the final assignment, it is mandatory to use a personal project in order to benefit right away from the seminar, applying immediately the tools & techniques you will learn.

 

Bibliographie : Given during the class. 

• Course title: Nature & Society
• Number of ECTS: 2
• Course code: MALDMMC-275
• Module(s): Module Interdisciplinaire – Advanced II
• Language:
• Mandatory: No

To gain an understanding of the intersections of society and its ecological surroundings

To be able to think critically about the categories of ‘nature’, ‘culture/society’

To be able to identify, evaluate, and analyze a range of sociocultural methods in the study of human-environment relations

To be able to carry out a small research project

What stories do we tell about the environment and, especially, about environmental destruction? Who are the actors in these stories? Who is blamed and what solutions emerge? How do these stories matter for environmental futures?Exploring these questions and more, this course will interrogate the role society and culture play in shaping how people think about and relate to the environment and environmental destruction. We will consider a range of geographic, historical, and cultural contexts to understand how different framings of the environment and environmental issues are caught up in power structures, cultural categories, moralities, identities, and varied relations between nature and culture. In the process, we will trouble binaries like nature/culture, traditional/scientific, and us/them and think about how solutions to environmental crises might look if we take seriously other possible environmental relations. By the end of the course, you should have an understanding of a range of perspectives and theories on nature, awareness of environmental relations as social and cultural phenomenon, knowledge of these issues in cross-cultural perspective, and the ability to analyze contemporary environmental dilemmas. 

The main requirement of this course is that you read the assigned texts before class so that you can participate in class discussions. There will be a research assignment at the end of the course. 

Bibliographie:

Cruikshank, Julie. 2005. Do Glaciers Listen? Local Knowledge, Colonial Encounters, and Social Imagination. Vancouver: University of British Columbia Press.

de la Cadena, Marisol. 2015. Uncommoning nature. e-flux 65. http://supercommunity.e-flux.com/texts/uncommoning-nature/

• Course title: Kommunikation und Handlungskompetenz im Kontext von Arbeit und Migration
• Number of ECTS: 3
• Course code: MALDMMC-199
• Module(s): Module Interdisciplinaire – Advanced II
• Language: DE, EN
• Mandatory: No

Zusammenhang zwischen sprachlich-kommunikativen Anforderungen und Praktiken und globalen, strukturellen und technologischen Veränderungen von Arbeitswelt und Gesellschaft identifizieren.

Sprache  als „part langagière du travail“ in der post-tayloristischen Arbeitswelt (Industrie 3.0 und 4.0) erkennen. Widersprüchliche Tendenzen (Re-taylorisierung) insbesondere im Niedriglohnsektor erkennen.

Rolle von Richtlinien (policies) sowie politischen und sozialen Diskurse in Bezug auf Kommunikation, Mehrsprachigkeit, Migration und Zweitsprachförderung im Kontext der Arbeit reflektieren. 

Sprachlich-kommunikative Anforderungen in verschiedenen Berufsfeldern in der Produktion, Dienstleistung und Pflege kennenlernen und erkunden

Rolle betrieblicher Strukturen erkennen.

Förderliche und hinderliche Faktoren, welche die betriebliche Kommunikationsfähigkeit fördern, identifizieren.

Merkmale der Kommunikation am Arbeitsplatz anhand authentischer Materialien analysieren. 

Mehrsprachigkeit reflektieren: Konzepte hinterfragen und Konsequenzen für Praxis, Forschung und Politik identifizieren.

Bei Interesse: Konsequenzen für die Zweitsprachförderung für die Arbeit für erwachsene Migrant*innen thematisieren: Innovative Ansätze aus verschiedenen europäischen Ländern kennenlernen und diskutieren.

In der Arbeitswelt haben sich die sprachlich-kommunikativen Anforderungen für alle Beschäftigten unabhängig von Wirtschaftsbereichen, Branchen, Qualifikationsprofilen und Positionen stark verändert. Der technische und organisatorische Strukturwandel insbesondere hat komplexe sprachlich-kommunikative Praktiken an allen Arbeitsplätzen hervorgebracht. Dieses Phänomen nimmt durch zunehmende Digitalisierung und den Einsatz von KI-Technologien rasant zu. Diese Entwicklungen stellen alle Beschäftigten, insbesondere Zugewanderte aber auch Un- und Angelernte ohne Migrationshintergrund vor große Herausforderungen. Darüber hinaus brauchen sie in demokratisch-organisierten Gesellschaften Kenntnisse der Sprache(n) des Zuwanderungslandes, um ihr Recht auf Mitsprache auszuüben. Im Kontext von zunehmender und globaler gewordener Migration kommt Mehrsprachigkeit ein höher Stellewert zu. Sie kann für die Betroffenen gleichzeitig Entlastung und Belastung sein.  Im Hinblick auf diese Phänomene wie Migration, Mobilität, strukturellen und sprachlichen Wandel sind nicht nur Individuen sondern auch Akteure der Arbeitswelt, Bildung, Forschung und Politik gefordert, diesen Veränderungen Rechnung zu tragen. Anhand empirischer Daten, die im Rahmen eines von der VolkswagenStiftung geförderten Forschungsprojekts gewonnen wurden, werden die Studierenden arbeitsplatz-relevante sprachlich-kommunikative Praktiken in verschiedenen Berufsfeldern in der Produktion, Dienstleistung und Pflege «entdecken» und Anforderungen identifizieren. Es wird auf die eigene Praxis und Erfahrungen aufgebaut.Im ersten Teil des Seminars arbeiten sie interaktiv mit Ergebnissen der ethnographischen Unternehmenserkundungen des o. g. Projekts wie Zitaten aus Interviews und Firmenprofilen und erkunden den Zusammenhang zwischen den unterschiedlichen Merkmalen des s. g. Strukturwandels und der betrieblichen Kommunikation. Im zweiten Teil arbeiten sie ebenfalls interaktiv mit Auszügen aus Aufnahmen und Transkriptionen von authentischen Gesprächen am Arbeitsplatz sowie arbeitsrelevanten Dokumenten. Hierbei bekommen die Studierenden Einblicke in die berufsspezifischen und -übergreifenden kommunikativen Praktiken der Beschäftigten in der modernen globalen Arbeitswelt.Ein besonderer Fokus wird auf die Faktoren, welche die betriebliche Kommunikationsfähigkeit fördern bzw. hindern können, gelegt. Hier wird u. a. mit neuesten Studien der Freie Universität Amsterdam gearbeitet.   Tradierte und innovative Konzepte zu Mehrsprachigkeit im Kontext von Migration und Arbeit werden diskutiert und Konsequenzen für Praxis (z. B. Lehren und Lernen, Personalentwicklung, Beschäftigungsfähigkeit, etc.), Forschung und Politik werden diskutiert und reflektiert. Auswirkungen der Digitalisierung der Arbeitswelt auf die betriebliche und berufliche Kommunikation werden ebenfalls diskutiert, soweit Daten zur Verfügung stehen.Im Seminar wird ebenfalls auf die Ergebnisse des Projekts und des Netzwerkes Language for Work, European Centre for Modern Languages, Council of Europe zurückgegriffen (https://languageforwork.ecml.at/) und auf Projekte des Bundes Institut für Berufsbildung zu den sprachlich-kommunikativen Anforderungen in der beruflichen Ausbildung sowie eine Studie der Freie Universität Amsterdam.  Aktive Teilnahme an den Diskussionen und Partner- bzw. Gruppenarbeiten im Rahmen des Kurses sind erforderlich. Das Seminar wird bedarfsorientiert gestaltet, indem die Studierenden nach ihren Erfahrungen und Erwartungen im Vorfeld gefragt werden. Wir bitten Studierende, die sich für die Sprachförderung der Zugewanderten interessieren, uns zu informieren, damit wir einen entsprechenden Schwerpunkt legen. 

Als Prüfungsnachweis führen die Studierenden eine Pilotstudie durch und verschriftlichen die Ergebnisse. Die Studierenden bearbeiten ein vom Umfang und Zeitaufwand adäquates Projekt ihrer Wahl zu Kommunikation in Arbeitskontexten. Hiermit können sie die im Kurs erworbenen Kenntnisse, Fertigkeiten und Fähigkeiten anwenden sowie Merkmale und Herausforderungen der Kommunikation in interkulturellen Arbeitszusammenhängen überprüfen.

Diese Arbeiten können entweder individuell, bzw. in kleinen Gruppen und in einem für die Studierenden leicht zugänglichen Arbeitsplatz (Café, Mensa, Universität, eigener Arbeitsplatz, etc.) durchgeführt werden: Es kann eine Befragung zu sprachlich-kommunikativen Anforderungen/Praktiken, eine Fotodokumentation von sprachlich-kommunikativen Situationen am Arbeitsplatz, Analyse von authentischen Aufnahmen, Untersuchung  der Sprachpolitik (policies) einer Firma zur Praxis oder zur Zweitsprachförderung,  etc. sein.

Selected Bibliography

Alan Felstead, Alison Fuller, Nick Jewson and Lorna Unwin: Working to learn, learning to work. In: Praxis. UK Commission for Employment and Skills, No.7 / January 2011Verfügbar unter: http://www.ukces.org.uk/assets/ukces/docs/publications/praxis-7-working-to-learn-learning-to-work.pdf

Boutet, Josiane (2001): La part langagière du travail: bilan et évolution. In: langage et societé. H. 98, S. 17-42Verfügbar unter: http://www.cairn.info/revue-langage-et-societe-2001-4-page-17.htm

García, Ofelia/Wei, Li (2014): Translanguaging. New York, NY:  Palgrave Macmillan

Grünhage-Monetti, Matilde (erscheint in 2021): Learning to work or working to learn? Berufs- und arbeitsplatzbezogene Zweitsprachenförderung: eine europäische Perspektive. In: Sander, Isa-Lou/Efing, Christian (2021): Der Betrieb als Sprachlernort. Tübingen: Narr Francke Attemtpo

Grünhage-Monetti, Matilde / Braddell, Alexander (2019): Language for work matters. In: Training, language and culture, 3(4), 27-35. doi: 10.29366/2019tlc

Grünhage-Monetti, Matilde/Kimmelmann, Nicole (2012): Das Forschungsprojekt „Deutsch am Arbeitsplatz“. Sprachlich kommunikative Kompetenzen fördern. In: Weiterbildung 3, 35-37

Grünhage-Monetti, Matilde/Svet, Anna (2013): … also ich glaube, das Reden ist das Allerwichtigste. Kommunikation und berufliche Handlungskompetenz im Migrationskontext. In: Kiefer, Karl-Hubert/Efing, Christian/Jung, Matthias/Middeke, Annegret (Hrsg.): Berufsfeld-Kommunikation Deutsch. Frankfurt/Main: Lang, S. 177-197

Grünhage-Monetti, Matilde/Svet, Anna (2017), “The fight against exclusion from the labour market … begins in the workplace”:  Work-related L2 development towards inclusion and participation. In: The Linguistic Integration of Adult Migrants, Some Lessons from Research / L’intégration Linguistique Des Migrants Adultes, Les enseignements de la recherche. Edited by Jean-Claude Beacco, Hans-Jürgen Krumm, David Little and Philia Thalgott on behalf of the Council of Europe. Berlin: De Gruyter

Illeris, Knud (2010): The Fundamentals of Workplace Learning: Understanding How People Learn in Working Life. Padstow, CornwallRelevante Teile verfügbar unter: Workplace learninghttp://dpb.dpu.dk/dokumentarkiv/Publications/20060117143424/CurrentVersion/knudd.pdfundLearning, Work and Competence Developmentwww.saqa.org.za/docs/events/illeris_paper08.pdf

ITTA (2024): Onderzoek: van de werkvloer naar het leeven: https://www.itta.uva.nl/nieuws/onderzoek-van-de-werkvloer-naar-het-leven-369

Unwin, Lorna: Taking an Expansive Approach to Workplace Learning: Implications for Guidancehttp://www.derby.ac.uk/files/taking_an_expansive_approach2004.pdf

Schön, Almut 2012: Arzt-Patienten-Gespräche als L2-L1-Kommunikation. Eine Diskursanalyse zu Deutsch als Fremd- und Zweitsprache im Beruf. Frankfurt/Main.

• Course title: Researching Interactions with Digital Media
• Number of ECTS: 3
• Course code: MALDMMC-60
• Module(s): Module Interdisciplinaire – Advanced II
• Language: EN, FR, DE
• Mandatory: No

Design, plan and carry out a small multifaceted and context-sensitive inquiry on significant media & interaction issues

Recognize fundamental research paradigms, perspectives, traditions and methods in the field of media & interaction studies

Apply fundamental principles and characteristics of (digital) ethnographic, interactionist, conversational & discursive, grounded theory or mixed methods research approaches to own enquiries in the media domain

Identify appropriate methods of data capture/analysis and adjust their sensitivity to the needs of the specific research question

Analyse a media/interaction object of inquiry from multiple perspectives, i.e. micro-meso levels, internal-external views,

Examine the strengths and weaknesses of a research approach in the media & interaction domain  

Present a small enquiry by sound arguments about the theoretical & analytical frameworks sustaining the empirical approach

The course is about planning and conducting a small (group) inquiry about digital media use and the related impact on interaction, learning and/or communication. The study addresses ICT-mediated processes within diverse contexts of living, working, learning and socialising. Research topics deal with participation in socio-digital communities, creative expressions with interactive media, interactions with and through smart technologies.Students are actively engaged in the course activity as they are invited to plan, conduct, analyse and reflect small-scale research projects (in groups). Course work is supported by mapping tasks, online discussions and multiple feedback. The progress of the students’ inquiry projects is continuously edited on a Moodle Wiki for collaborative review and improvement. The aim of the course is to get familiar with core aspects of research in the field of new media.

The grade for the course is based upon the following factors and weights:

• 10% Course participation

• 20% Individual essay & mapping: The researcher as a multicultural subject

• 20% Individual mapping: My research landscape

• 50% (Group) Assignment : Conduct of a small-scale study project on interactional media use

Selected Bibliography

Denzin, N.K., Lincoln, Y.S. (2003). Collecting and Interpreting Qualitative Materials. London: Sage

Fuchs, Ch. (2017). From digital positivism and administrative big data analytics towards critical digital and social media research! European Journal of Communication, 32, 1, 37-49.

Herring, S. C. (2007). A faceted classification scheme for computer-mediated discourse. Language@Internet. http://www.languageatinternet.org/articles/2007/761

Lomborg, St. (2017). A state of flux: Histories of social media research. European Journal of Communication, 32, 1, 6-15.

Ngai, E.W.T., Tao, S.S.C., Moon, K.K.L. (2015). Social media research: Theories, constructs, and conceptual frameworks. International Journal of Information Management, 35,1, 33-44.

Sloan, L., Quan-Haase, A. (Eds.) (2017). The SAGE Handbook of Social Media Research Methods. London: Sage.

Snelson, Ch. L. (2016). Qualitative and Mixed Methods Social Media Research: A Review of the Literature. International Journal of Qualitative Methods January-December 2016: 1–15.

• Course title: Mondialisation, représentations et pratiques des langues
• Number of ECTS: 2
• Course code: MALDMMC-200
• Module(s): Module Interdisciplinaire – Advanced II
• Language: FR
• Mandatory: No

Au regard de la mondialisation, ce séminaire a pour objectif de mieux comprendre comment les représentations des langues et du plurilinguisme conditionnent les pratiques et les apprentissages langagiers. II propose ainsi un état des lieux des recherches qui nourrissent la réflexion sur le développement du répertoire plurilingue dans différents contextes sociaux marqués par les contacts de langues et la migration. La visée générale du séminaire est l’examen de ces situations de plurilinguisme donné et de plurilinguisme visé par le biais des représentations sociales et des biographies langagières, analysées à la fois en tant que pratiques discursives et contenus sémantiques, d’autant qu’elles interviennent de manière cruciale dans l’acquisition des ressources linguistiques dans des situations de contacts de langues. La question centrale à traiter sera la suivante : comment les biographies langagières et les compétences plurilingues des locuteurs construites en milieu social doivent-elles s’articuler à celles acquises dans l’école ?

La diversité des programmes d’enseignement bilingue ou immersif mis en place dans le monde reflète la variété des approches linguistiques, culturelles et méthodologiques en lien immédiat avec des pratiques, les contextes et les objectifs sociopolitiques et institutionnels différents. Dans ce contexte, la langue n’est pas seulement un système linguistique mais aussi une représentation et/ou une pratique sociale complexe par laquelle le locuteur, en tant qu’acteur social et locus du contact de langues, construit son identité plurilingue. Ce séminaire se propose de revisiter des thématiques centrales dans le champ de la didactique du plurilinguisme comme la construction des compétences langagières, l’identité plurilingue, la mise en circulation des savoirs, l’organisation de l’interaction verbale ou les apprentissages dans le contexte scolaire, et de les aborder à la lumière d’un grain d’analyse particulier : celui des processus de construction des biographies plurilingues à travers l’apprentissage en classe. Dans un premier temps, un accent particulier sera mis sur les questions d’appropriation et de transmission des langues (langues maternelles et langues étrangères) en s’interrogeant sur les passages et les ruptures entre le milieu social (les familles, les communautés linguistiques et les groupes de pairs) et celui de l’école. Dans cette optique, les outils d’analyse privilégiés par la sociologie, la linguistique, l’ethnographie de la classe et les recherches en acquisition des langues pour la description des situations complexes de contact des langues seront mis à contribution pour l’analyse et la compréhension des phénomènes en jeu dans leur transmission et dans la construction des identités. Dans un second temps, nous porterons une attention particulière à certaines notions, telles que répertoire plurilingue, réseaux sociaux, biographies langagières, et sur les articulations entre représentations sociales et pratiques de langues (oralisées ou littératiées). Le séminaire permettra, enfin, de s’entraîner à certaines techniques d’enquête et à l’analyse de corpus.

Le travail final consistera à analyser un mini-corpus, à savoir le témoignage d’une personne plurilingue, sous forme d’un dossier écrit de 6 pages. Ce travail sera préparé au cours du séminaire par des lectures.

Selected Bibliography

Bono, M. & Stratilaki, S. (2009). The M-factor, a bilingual asset for plurilinguals? Learners’ représentations, discourse strategies and third language acquisition in institutional settings. Multilingual Matters, 6 (2), p. 207-227.

De Florio-Hansen, I. & Hu, A. (2007) (Hrsg.). Plurilingualität und Identität. Tübingen : Stauffenburg.

Lüdi, G. & Py, B. (1995) (coord.). Changement de langage et langage du changement. Lausanne : L’Age d’Homme.

Moore D. (2001) (coord.). Les représentations des langues et de leur apprentissage. Paris : Didier.

Stratilaki, S. (2011). Discours et représentations du plurilinguisme. Francfort : Peter Lang.

Zarate, G., Lévy, D. & Kramsch, C. (2008) (dir.). Précis du plurilinguisme et du pluriculturalisme. Paris : Éditions des archives contemporaines.

• Course title: Linguistic Diversity and Social Justice
• Number of ECTS: 3
• Course code: MALDMMC-231
• Module(s): Module Interdisciplinaire – Advanced II
• Language: EN, FR
• Mandatory: No

At the end of the course the students will be able to:

Understand that linguistic diversity is a universal characteristics of human language but that it is never neutral

Explore the various dimensions of linguistic stratification and linguistic subordination

Analyze the ways in which linguistic diversity mediates social justice in liberal democracies undergoing rapid change due to high levels of migration and economic globalization

Use case-study approaches to real world instances of linguistic injustice in various domains such as education or community participation

The course will consists in power-point and video presentations, readings, discussions, and exploration of various institutional websites such as 1) those of the Council of Europe and the European Commission, 2) The Centre for Applied Linguistics (CAL) in the US,  3) those of various associations dedicated to the sustainability of linguistic diversity in civil society,  4) the website of the UN on sustainable development goals,  5) Ingrid Pilller’s blog Language on the move,  6) The Social justice society: https://hiw.kuleuven.be/ripple/research/linguisticjusticesociety 

Oral presentation with a commented PowerPoint: 15m, or written essay (5000 words). A reference list should be included.

Students can present or submit work in groups of 2.

Websites, articles, book chapters, institutional reports, policies or projects related to linguistic/cultural/social/gender/racial diversity can be chosen and should be analyzed critically, whether they address issues of social justice or injustice, why and how. 

Selected Bibliography

    Arshad, Rowena, Wrigley, Terry and Pratt, Lynne (eds) (2012) Social Justice Re-examined. Dilemmas and solutions for the Classroom Teacher, London: IOE Press

    Avineri, N., Laura R. Graham, L.R., Eric J. Johnson, E.J., Robin Conley Riner, R. & Rosa, J. (eds) (2018) Language and Social Justice in Practice, London : Routledge

    Blommaert, Jan (2010) Sociolinguistics of globalization, Cambridge: CUP

    Piller, Ingrid (2017) Linguistic Diversity and Social Justice, Oxford, OUP

    Skutnabb-Kangas, Tove, Phillipson, Robert and Mohanty, Ajit, K., and Panda, Minati (eds) (2009) Social Justice Through Multilingual Education, Bristol: Multilingual Matters

    Weber, Jean-Jacques (2015) Language Racism, London: Palgrave Macmillan

• Course title: Language and Media in Translation
• Number of ECTS: 3
• Course code: MALDMMC-271
• Module(s): Module Interdisciplinaire – Advanced II
• Language: EN, FR, DE
• Mandatory: No

This course will enable students to:●Understand basic semiotic theory ●Practice translating in different contexts●Critically examine pieces of art, media, and pop culture●Think creatively about multimodal communication challenges●Design, plan, and carry-out a creative translation project

This course will take an interdisciplinary and multimodal approach to the concept of translation, beginning with linguistic translation and then expanding to consider examples of creative translation beyond the realm of language. In particular, we’ll focus on the process of intersemiotic translation, which is the notion of translating between different semiotic modes or sign systems. We’ll discuss the basics of semiotic theory and its application within the field of linguistics, and then we’ll dive into creative explorations of how we can move meaning between sign systems. We’ll look at examples from film, theater, music, fashion, art, advertising, and social media. By the end of this course, you will have a multifaceted understanding of translation practices, as well as the ability to think creatively and divergently about translation challenges. You’ll also have the chance to design and develop your own creative translation project over the course of the semester. 

20% active participation in class discussions based on readings and small assigned tasks throughout the semester

10% poem translation assignment

70% final assignment: 40% creative translation project, 30% written reflection on final assignment 

Selected bibliography:

Schulte R, Biguenet J. Theories of Translation : an Anthology of Essays from Dryden to Derrida. University of Chicago Press; 1992.

Campbell, M. and Vidal, R. (2019) The Translator’s Gaze: Intersemiotic Translation as Transactional process. Campbell, M. and Vidal, R. (eds) Translating across Sensory and Linguistic Borders.

Julieta: Three Stories by Alice Munro & Pedro Almodóvar’s 2016 film Julieta

Other selected articles, poems, and interviews with working translators

• Course title: International Research Symposium
• Number of ECTS: 3
• Course code: MALDMMC-2
• Module(s): Research Approches – Advanced II
• Language:
• Mandatory: Yes

The International Research Symposium is an opportunity to meet partners from another university or civil society and engage in meaningful exchanges about respective projects. 

The date and place of the symposium will be announced in the semester planning and involve traveling to a partner university/institution of higher education or other educational setting, if conditions allow for it. Participants will have the opportunity to exchange with colleagues, students or representatives of civil society. Further details will be communicated in due time.

The evaluation of this course depends on the type of work that is carried out and will be determined in agreement with our partner institution. It will involve both the preparation of tasks and engagement in activities during the Symposium. Details will be communicated in advance.

• Course title: Master Class I – Designing and Building your Master Thesis
• Number of ECTS: 5
• Course code: MALDMMC-105
• Module(s): Research Approches – Advanced II
• Language:
• Mandatory: Yes

The research camp is an intensive theoretical and practical workshop. It consists in input, practical exercises and reflexive moments to support the development of your Master thesis. 

By the end of the course, you will have a solid foundation for starting to write ideas for your thesis, making a plan on how to approach the text and reflecting on the theoretical and methodological design of your project. To help you with this, the course will cover topics among the following:  How do you define an adequate research question? How do you begin with writing?Why is planning your work important? How do you move from data to analysis?Why are concepts useful?  What is the process of collecting your data? Where do you start? What happens if you get blocked?What do you with the data you collected? Why can peer-support be useful? How to organize it? 

Assessment will consists in writing a short research proposal that will pave the way for your future master thesis work.

Selected bibliography: 

Becker, H.S. (2007). Writing for social scientists: How to start and finish your thesis, book, or article (2nd Edition). Chicago & London: The University of Chicago Press.

Cresswell, J.W. (1998). Qualitative inquiry and research design. Choosing among five traditions. London: Sage. 

Elbow, P. (1981, 2nd edition 1998). Writing with power: Techniques for Mastering the Writing Process. New York: Oxford University Press. 

Hart, C. (1998). Doing a literature review. Releasing the social science research Imagination. London : Sage Publications

Heller, M., S. Pietikaïnen, J. Pujolar. Critical Sociolinguistic Research Methods. Studying Language Issues that Matter. New York & London: Routledge. 

Thomas, G. (2009). How to do your research project. London: Sage

• Course title: Portfolio
• Number of ECTS: 5
• Course code: MALDMMC-186
• Module(s): Research Approches – Advanced II
• Language: EN, FR, DE
• Mandatory: Yes

Students are asked to write up a portfolio of a minimum of 15 pages. The portfolio builds on work students completed during the poster course. It serves to reflect on the progression made on the master thesis. The main goal is to keep the momentum going built during the poster course and to help students advance their research and writing process.

The portfolio takes the shape of a research journal, a folder with documents, or any other forms that the student choses. The portfolio should include two main dimensions: a series of tasks a series of reflections on the research process and on research ideas linked to those tasks.Tasks (mandatory): The portfolio should discuss your methodological approach more in-depth (for this you will need to read literature about your methodology)In which methodological frame do you locate yourself? What has been written about your methodological approach? Within that methodology, what will be your own choices? Describe your data and explain why you chose this data? Describe the steps you will be taking (interviewing, observing, analysing documents) Describe any ethical issues you think will come up in the process of doing your work. The portfolio should also contain a first draft of your literature reviewChose the areas/themes/concepts you will focus on Read articles related to these areas/themes/concepts Chose which articles you will summarizeSummarize the main ideas from the chosen articles (who says what, in which context, with which results) Organize how you present your readings. The portfolio will include a list of at least 15 bibliographical entries related to the topic and formatted according to the APA bibliographic norms. The portfolio also will include a summary of three main relevant articles or books that are especially relevant for the project. The student also should explain why these articles or books are particularly meaningful for the research. What will be the data analyzed? Who might be the participants in the study? Finally, the student should also read the document on Moodle called “Guidelines for thesis writing (update January 2016). It contains important information about how to build the thesis and format it. Reflections (suggested):The reflection part is not separated from the tasks. As students accomplish the different tasks and progress in their project, they are invited to reflect on what they have read, on conversations with fellow students or the supervisor, if they have already selected one, on the obstacles they encountered in the research process and in the writing, and on the strategies found to overcome those obstacles. The portfolio can also include reflections on ideas and how they are progressing, feedback received on the project (during the poster course), and so on. These are only suggestions. We think they might help to keep traces of the research process, but they are not mandatory.

The portfolio should be ready before the Master Class I takes place (please check the guichet étudiants for the dates). Its contents will be subject of discussion during the Master Class I. You will submit it together with the research plan (assignment of the Master Class I) and discuss it with your supervisor after the Master Class I has taken place.

Bibliography:

Thomas, Gary. (2009) How to do your research project: a guide for students in education and applied social sciences, Thousand Oaks: Sage Publications (2nd ed.)

Bell, Judith. (2005) Doing Your Research Project: a guide for first-time researchers in education, health and social science, Maidenhead: Open University Press (5th ed.)

Cohen, Louis; Manion, Lawrence; Morrison, Keith. (2007) Research Methods in Education, Routledge, (6th Ed.)

• Course title: Research Internship and Symposium
• Number of ECTS: 5
• Course code: MALDMMC-254
• Module(s): Research Approaches
• Language: FR, EN, DE
• Mandatory: No

The Research Internship

The Research Internship is a follow-up on the Discovery internship (see description of Discovery Internship on Moodle). The research internship (5 ECTS) is done by a student who wishes to write his/her master thesis in relation to an issue linked to the workplace where s/he has been conducting a Discovery Internship during the 3rd semester and continues to do an internship in the 4th semester. It is only possible to do the Research Internship if one has done the Discovery Internship in the same company the semester before. With the Research Internship, in addition to carrying out the tasks that have been agreed upon with the supervisor in the company, the student is given time to conduct research in/for the company. The final product in this case is a Master thesis (25 ECTS).

The Research Internship typically lasts 3-4 months. The Research internship takes place between January and June of the last semester in the course of study of the student (4th semester). The SymposiumAt the end of the semester, the students organize a half-day symposium. This event marks the end of the programme and is also an opportunity to gain hands-on experience in organising an academic conference. During the Symposium, students will present their own research in parallel sessions and engage with invited plenary speakers who will also act as discussants for the student presentations. Students shall take an active role in preparing the symposium and fulfil the different roles involved in organising a symposium (ranging from building the programme, chairing sessions, introducing the plenary speakers, technical assistance, etc.).

The Research Internship (Masterclass series) and the Symposium constitute the final steps of the Master’s programme. 

The internship is assessed through the ‘Evaluation report’ (a document filled in by your supervisor in the workplace). Ask your supervisor in your company to fill in the ‘Evaluation report’ that can be found on Moodle and to return it to: 

Christelle.Karleskind@uni.lu at the latest 2 weeks after the internship. The Internship is assessed as passed if the student 

has done the full internship, 

has submitted the evaluation report from the company,

has collected data for research during the internship.

The thesis linked to the research internship itself is a 50-60 pages write up of the research, in an academic style, following academic standards. It should comprise a review of the literature relevant to the issue being addressed/researched, a description of the methodology used in designing the project and collecting empirical data, an empirical section, analyzing the data collected, results, and recommendations to the company based on the research. The work should be closely supervised by an academic thesis supervisor at the University. The student should schedule regular meetings with this supervisor to discuss the progress of the work.

• Course title: Master Class and Symposium
• Number of ECTS: 5
• Course code: MALDMMC-253
• Module(s): Research Approaches
• Language: FR, EN, DE
• Mandatory: Yes

The Master Class

The aim of the Master class is double. On the one hand, students get involved in professional academic conversation as they meet and discuss texts with guest lecturers. On the other hand, the Master class contributes to the development and finalization of the Master thesis. It culminates in a Symposium that the students organize.

 

The Symposium

At the end of the semester, the students organize a half day symposium. This event marks the end of the programme and is also an opportunity to gain hands-on experience in organising an event for the program.Students shall take an active role in preparing the symposium and fulfil the different roles involved in organising a symposium (ranging from building the programme, communication and advertisement,technical assistance etc.)

In the course of the semester, the students meet on a regular basis to discuss their on-going thesis work both with teachers in the program and scholars visiting the Master. These visitors come to give their input and feedback on the students’ projects and to discuss their own perspectives on issues related to learning and communication in multilingual and multicultural contexts. In the course of the sessions, students practice and develop their analytical, critical and writing skills in view of completing their thesis.

Evaluation is based on a range of elements including: (1) readings and discussion of the readings during the sessions (2) writing up ‘responses’ to guest speaker’s visits, and (3) active participation in the organization and running of the final symposium.

• Course title: Master Thesis
• Number of ECTS: 25
• Course code: MALDMMC-255
• Module(s): Research Approaches
• Language: EN, FR, DE
• Mandatory: Yes