Multilingual practices of university students and changing forms of multilingualism in Luxembourg

Bres, Julia de; Franziskus, Anne

doi:10.1080/14790718.2013.831098

Cited by 15 publications

(6 citation statements)

References 6 publications

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“…The observed grade-level dedifferentiation effect was in line with previous longitudinal investigations of the development of betweendomain achievement correlations (e.g., Niepel et al, 2014). The Luxembourgish school system is an especially interesting research Franziskus, 2014). Over the school career, both languages are trained, and generally high-achieving students may increasingly outperform low-achieving students in both languages due to better learning skills and conditions.…”

supporting

confidence: 86%

Academic profile development: An investigation of differentiation processes based on students’ level of achievement and grade level.

Breit,

Brunner,

Fischbach

et al. 2024

Journal of Educational Psychology

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supporting

confidence: 86%

Academic profile development: An investigation of differentiation processes based on students’ level of achievement and grade level.

Breit,

Brunner,

Fischbach

et al. 2024

Journal of Educational Psychology

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“…The project focused on the integration of four identity texts into each class curricula across the period of a ten-week term. Specifically, the texts types were 'language portraits' (Busch, 2013), 'language diaries' (de Bres & Franziskus, 2013), 'language learning trajectory grids' (Choi & Slaughter, 2021), and 'visual poetry' (Watson, 2015). Julie and Hayley undertook the role of designing the overall syllabus and had weekly discussions at the university to create lesson plans and materials for each week of the term.…”

Section: Methodsmentioning

confidence: 99%

The affordances and limitations of collaborative research in the TESOL classroom

Slaughter

Choi

Nunan

et al. 2020

TiC

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The diversity of learning needs within the TESOL field creates inherent tensions between the need for targeted professional learning for TESOL teachers, the more generalist nature of tertiary TESOL courses, and the varied research interests of teacher educators. This article describes a collaborative research project between university-based teacher educators and TESOL teachers working in an adult education centre. With a range of aims amongst the research participants, this article reports on the ‘fluid’ and ‘messy’ process of collaborative research (Burns & Edwards, 2014, p. 67) as we investigate the use of identity texts (Cummins & Early, 2011) as a mediating tool for professional learning. In acknowledging the practice of teaching as highly situated, the data presented focuses on the individual experience of each teacher, voiced through an action research frame, before we discuss the achievements and challenges which emerged through this collaborative research process. In the findings, we argue for the importance of championing the case for the messy processes of collaborative research within the broader research academy.

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“…Study 1, following de Bres and Franziskus (2014), also asked VGT participants to include reading and writing. Since VGT does not have a widely used written form, it was hypothesised that it would mainly be used as a conversational language, while other languages would feature more dominantly in reading, writing or speaking, or combinations of these.…”

Section: Diary Templatesmentioning

confidence: 99%

“…Language diaries have been used to collect information about linguistic practices, and in particular the language choice and language use of bi-or plurilinguals (see, for example, de Bres, 2014;Gibbons, 1987;Jones et al, 2000;Lamarre, 2013;Lawson & Sachdev, 2000;Place & Hoff, 2011;Romaine, 1983;Starks & Lee, 2010;Sundqvist & Sylvén, 2014;Ure, 1979). All these studies used solicited entries and selected or recruited participants to report on their use of language and provide contextual information on these encounters.…”

Section: Introductionmentioning

confidence: 99%

Language diaries in the study of language use and language choice: the case of Flemish Sign Language and Scottish Gaelic

Meulder

Birnie

2020

Language Awareness

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This article discusses the rationale for using language diaries as a method to evaluate language use and language choice in multilingual contexts, as well as the benefits and limitations of this approach vis-à-vis other research methods. This is illustrated using examples from two contexts: Flemish Sign Language/Dutch bilinguals in Flanders and Gaelic/English bilinguals in the Western Isles of Scotland. In both cases, the language diaries were part of a larger mixed-method study which aimed to evaluate language use and language choice in contexts in which the majority language is in almost all instances the unmarked choice. Language diaries provide a new perspective on individual language practices as they allow for an evaluation of contextualised examples of language use and give insight into the factors that drive language and modality choice, and language ideologies. Language diaries give participants ownership over the information shared with the researcher

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Multilingual practices of university students and changing forms of multilingualism in Luxembourg

Cited by 15 publications

References 6 publications

Academic profile development: An investigation of differentiation processes based on students’ level of achievement and grade level.

Academic profile development: An investigation of differentiation processes based on students’ level of achievement and grade level.

The affordances and limitations of collaborative research in the TESOL classroom

Language diaries in the study of language use and language choice: the case of Flemish Sign Language and Scottish Gaelic

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