Master
in Learning and
Communication in
Multilingual and
Multicultural
Contexts
Academic Year
2014-2015
Winter Semester
Handbook
General presentation of the programme and description of courses
ITRE
Sous-titre
Table of contents
Contact and information ................................................................................................
1
Academic calendar .........................................................................................................
2
Teaching staff .................................................................................................................
3
General presentation of the Master in Learning and Communication in Multilingual
and Multicultural Contexts.............................................................................................
6
- Objectives of the Master ...............................................................................................
- General description........................................................................................................
- Forms of teaching ..........................................................................................................
- Computer Resources .....................................................................................................
- General structure of the study programme.....................................................................
- Organisation of the programme ....................................................................................
- Progress in the study programme ..................................................................................
- Master thesis and defense .............................................................................................
6
7
7
7
8
8
9
10
List of the courses of the 1st semester ........................................................................
Planning of the courses of the 1st semester ...............................................................
Description of courses of the 1st semester .................................................................
13
14
16
List of the courses of the 1st semester .......................................................................
46
Planning of the courses of the 1st semester ..............................................................
47
Description of courses of the 1st semester .................................................................
49
Annexes ..........................................................................................................................
79
- Grading system .............................................................................................................
- Equivalence of grades ...................................................................................................
80
81
Introduction
This document provides detailed information on the Master of Learning and
Communication in Multilingual and Multicultural Contexts programme (abbreviated
“Multilingual Learning”). It repeats in part the information which can be found in the study
guide, and it provides additional information from other sources. Besides a general
presentation of the programme, students will find here a description of the courses offered
for the semester.
Contact information
Course Directors

Course Director:
Ingrid de SAINT-GEORGES, associate professor
Tel: (+352) 46 66 44 9739
Campus Walferdange, Bat. II, 0.02
E-mail: ingrid.desaintgeorges@uni.lu

Deputy Study Director:
Adelheid HU, professor
Tel: (+352) 46 66 44 9432
Campus Walferdange, Bat. II, 0.14
E-mail: adelheid.hu@uni.lu
Secretariat
Christelle KARLESKIND
Tel: (+352) 46 66 44 9573
Campus Walferdange, Bat. VI, 3.06
E-mail: christelle.karleskind@uni.lu
Secretariat opening hours
The office is open from 1:30 p.m. to 4:00 p.m. Tuesday to Thursday and from 9:30 a.m. to
11:30 a.m. and 1:30 p.m. to 4.00 p.m. on Friday. The office is closed on Monday.
Arrangements can be made with the secretary for appointments outside these hours.
A drop box for submitting documents can be found at reception in the main building.
1
Academic Calendar 2014-2015
Organisation of the University for the academic year
Semestre d’hiver
Cours
Préparations aux examens
Examens
Date
15.09.2014 – 15.02.2015
15.09.2014 – 19.12.2014
05.01.2015 – 11.01.2015
12.01.2015 – 08.02.2015
Semaine
38/2014 – 07/2015
38/2014 – 51/2014
02/2015
03/2015 – 06/2015
Semestre d’été
Cours
Préparations aux examens
Examens
16.02.2015 – 13.09.2015
16.02.2015 – 31.05.2015
01.06.2015 – 07.06.2015
08.06.2015 – 05.07.2015
08/2015 – 37/2015
08/2014 – 22/2015
23/2015
24/2015 – 27/2015
Congé de Noël
Congé de Pâques
22.12.2014 – 04.01.2015
06.04.2015 – 12.04.2015
51/2014 – 01/2015
15/2015
Statutory public holidays
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All Saints’ Day
Christmas
Boxing Day
New Year’s Day
Easter Monday
Labour Day
Ascension Day
Whit Monday
National holiday
01.11.2014 (Saturday)
25.12.2014 (Thursday)
26.12.2014 (Friday)
01.01.2015 (Thursday)
06.04.2015 (Monday)
01.05.2015 (Friday)
14.05.2015 (Thursday)
25.05.2015 (Monday)
23.06.2015 (Tuesday)
2
Teaching staff
Internal lecturers
Mike BYRAM, guest professor
University of Durham (Great Britain)
Campus Walferdange, Bât.II, 0.13
E-mail: m.s.byram@durham.ac.uk
Ingrid de SAINT-GEORGES, associate professor
Campus Walferdange, Bat.II, 0.02
Tel: (+352) 46 66 44 9739
E-mail: ingrid.desaintgeorges@uni.lu
Adelheid HU, professor
Campus Walferdange, Bat.II, 0.14
Tel: (+352) 46 66 44 9432
E-mail: adelheid.hu@uni.lu
Kasper JUFFERMANS, post-doctoral researcher
Campus Walferdange, Bat.II, 0.13
Tel: (+352) 46 66 44 9240
E-mail: kasper.juffermans@uni.lu
Dominique PORTANTE, professor emeritus
Campus Walferdange
Tel: (+352) 46 66 44 9220
E-mail: dominique.portante@uni.lu
Jean-Jacques WEBER, professor
Campus Walferdange, Bat.III, 1.05
Tel: (+352) 46 66 44 6667
E-mail: jean-jacques.weber@uni.lu
Claudine KIRSCH, associate professor
Campus Walferdande, Bat. II
Tel: (+352) 46 66 44 9802
E-mail: claudine.kirsch@uni.lu
Charles MAX, professor
Campus Kirchberg, F 002
Tel: (+352) 46 66 44 9413
E-mail: charles.max@uni.lu
Constanze WETH, assistant professor
Campus Walferdange, Bat. VI, 3.02
Tel: (+352) 46 66 44 9284
E-mail: constanze.weth@uni.lu
Gabriel BUDACH, assistant professor
Campus Walferdange, Bat. VI, 3.08
Tel: (+352) 46 66 44 9304
E-mail: gabriele.budach@uni.lu
External lecturers
Fred DERVIN, professor
University of Helsinki (Finland)
e-mail: fred.dervin@helsinki.fi
William DOEHLER
academic English freelance expert
e-mail: mrspot@spiralspot.com
Ciprian DUMEA
Traducteur-Terminologue (European Parliament, Luxembourg)
e-mail: ciprian.dumea@europarl.europa.eu
3
Patrick GROMMES, researcher
University of Hamburg (Germany)
e-mail: Patrick.Grommes@uni-hamburg.de
Mathilde GRUNHAGE-MONETTI, researcher
Deutches Institute für Erwachsenerbildung European Centre of Modern Language of the
Council of Europe (Germany)
e-mail: matilde.monetti@unitybox.de
Anna HECKEN
freelance expert in sociology and education
e-mail : anna.hecken@magnet.ch
Gundula Gwenn HILLER, Director of the Center for Intercultural Learning
European University Viadrina, Francfort Oder (Germany)
e-mail: hiller@euv-frankfurt-o.de
Alison LOWRY, academic English freelance expert
PhD student at the University of Erfurt (Germany)
e-mail: info@alisonlowry.com
Vicky MARKAKI, post doctoral assistant
University of Genève (Switzerland)
e-mail: Vassiliki.Markaki@unige.ch
Rodolf MASLIAS
Head of Unit Terminology (European Parliament, Luxembourg)
e-mail: rodolfos.maslias@europarl.europa.eu
Maria Pia MONTORO
Consultante Externe (European Parliament, Luxembourg)
e-mail: mariapia.montoro@gmail.com
Viola PONGRACZ
Linguiste-Terminologiste (European Parliament, Luxembourg)
e-mail: viola.pongracz@ep.europa.eu
Cécile PETITJEAN, post doctoral researcher
University of Neufchatel (Switzerland)
e-mail : cecile.petitjean@unine.ch
Christophe REGNAULT
Senior Marketing Manager, Vanguard Europe (Luxembourg)
e-mail: chregnault@mageos.com
Pia STALDER, senior lecturer
University of Berne (Switzerland)
e-mail: pia.stalder@unifr.ch
Violina STAMTCHEVA
Linguiste-Terminologue (European Parliament, Luxembourg)
e-mail: violina.stamtcheva@europarl.europa.eu
Sofia STRATILAKI, Maître de conférences
University of Sorbonne (France)
e-mail: sofia.stratilaki@univ-paris3.fr
4
Anna SVET, researcher
Friedrich Schilter Universität Jena (Germany)
e-mail: anna.svet@uni-jena.de
Jeff VAN DER AA, researcher
University of Tilburg (Netherlands)
e-mail: J.vdrAa@uvt.nl
Piia VARIS, researcher
University of Tilburg (Netherlands)
e-mail: piia.varis@ext.uni.lu
Language teachers
Changhong JIANG
e-mail: echo19860603@163.com
Clemens Böskens
e-mail: cboskens@prolingua.lu
Marius Sobitti
e-mail: msobitti@prolingua.lu
Gudrun Alt
e-mail: galt@prolingua.lu
Rosemarie Martin
e-mail: rmartin@prolingua.lu
Agathe Cessat
e-mail: acessat@prolingua.lu
Christine Petit
e-mail: cpetit@prolingua.lu
Sane Skrovec
e-mail: skrovec@prolingua.lu
Aline Parmentier
e-mail: aparmentier@prolingua.lu
5
General presentation of the Master of Learning and Communication
in Multilingual and Multicultural Contexts
Objectives of the Master programme
The focus of the academic master programme “Learning and Communication in Multilingual and
Multicultural Contexts” is multilingualism and multiculturalism and the issues raised by these
themes in a society which today is characterized by increasing mobility, migration and diversity.
In particular, it focuses on issues of linguistic and cultural diversity which arise in education,
communication and in institutional and professional contexts. In courses and seminars,
multilingualism is an integral part of the forms of exchange among students. In the philosophy of
the programme, multilingualism is believed to bring added value to constructing knowledge.
At a scientific level, the programme aims to do the following:
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familiarise students with scientific literature dealing with multilingualism and multiculturalism in fields such as sociolinguistics, applied linguistics, education, epistemology,
sociology, digital literacy;
develop students’ in-depth knowledge of necessary methodological tools, with special
emphasis on qualitative research in these areas;
enhance students’ independent research competences; and
accompany the thought processes necessary for students to act as responsible members
of society in connection with issues of multilingualism and multiculturalism.
More specifically, the programme focuses on five areas:
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Methodological approaches (Research approaches – RA): Students gain knowledge of
key qualitative approaches for the areas covered in the Master programme such as
ethnography, discourse analysis, interview techniques, and so on. Eventually students will
be capable of putting these methodological tools to work in their own research projects.
Multilingualism/multiculturalism and education (Language and education – LE): Students
develop mastery of fundamental concepts related to themes such as language acquisition
in a bilingual or plurilingual setting, migration in the school environment, didactics of
multilingualism, management of diversity, and so on.
Multilingualism/multiculturalism and work (Organisational discourse and business
communication – BC): Students acquire knowledge needed to analyse and negotiate
communication in different multilingual and multicultural work settings.
Multilingualism/multiculturalism and new media, mobility, and migration (Globalisation,
digital communication and migration - GDM). This domain covers three fields:
globalisation, digital communication and migration. Students develop expertise in the field
of digital literacy, and new communication technologies as well as engage in issues
linked to mobility and migration in the globalised world.
Languages (Languages -– LL). Several courses are offered to encourage and support
students in mastering various languages. It is expected that at the end of their studies,
students will have made progress (if possible will have reached at least level B1 in their
weakest language) in the three official languages of the University. In these three
languages, particular emphasis is placed on mastery of the academic register.
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General description of the study course
1. The Master in Learning and Communication in Multilingual and Multicultural Contexts
programme is organised along the lines of the principles of the Bologna Process. It lasts
two years, or four semesters, and has a total value of 120 ECTS (European Credits
Transfer System) credits.
2. Students have full-time or part-time student status, which may change in the course of
their studies. A student may not change his or her status more than twice. In that case,
the status obtained at the time of the second change is the final status until the end of his
or her studies (cf. Heading 4, Art. IV.4.101 of the IRO).
The regular duration of study for full-time students is four semesters. 1 The maximum duration of
study to satisfy all the conditions for the conferment of the degree for a full-time student is six
semesters (cf. Art. 4 of the RGD).2 The time of registration as a student at the University is taken
as the basis for calculating the number of semesters completed.
Forms of teaching
1. The courses take the form of classroom teaching and generally take place on Thursday,
Friday and Saturday afternoon and evening (in exceptional cases, courses also may be
held on Thursday or Friday morning or Wednesday evening).
2. Specific courses can take the form of blended learning (classroom teaching and virtual
instruction).
3. The programme modules take the form of seminars, courses, symposia and workshops.
An internship in a professional environment (not obligatory) is also possible within the
programme.
Computer resources (Moodle platform)
1. The Master programme uses the Moodle platform as the principal tool for computer-based
communication (http://moodle.flshase.uni.lu/). This tool is the default means for
communication among course directors, teachers, students and the secretariat. Students
are required to keep themselves up to date via this platform.
2. Training in the use of the platform is offered to all students at the beginning of each year.
3. The platform makes it possible to download materials for courses and seminars in spaces
protected by an individual password and to save work there.
4. See Appendix 1 of the study guide for the general regulations for use of computer
resources at the University.
1
2
Full-time study (standard duration of four semesters) is used as a basis in this document unless otherwise indicated.
Article 8 of the Grand Duchy regulation of May 22, 2006 allows exceptions in specific cases.
7
General structure of the study programme
1. The study programme comprises five areas or modules: RA - Research approaches; LE
- Language and Education; BC - Organisational discourse and business communication;
GDM - Globalisation, digital communication and migration; and LL - Languages.
Semester 1 is an introductory semester. The other semesters are for more advanced
studies.
2. A specific number of ECTS credits is assigned to each module. One credit corresponds
to a course load requiring 25 to 30 hours of work (cf. Article 2 of the RGD).
3. 120 ECTS credits must be obtained in order to receive the master degree.
Organisation of the programme
8
Progress in the study programme
This table shows the courses to be taken by full-time students.
For part-time students, progress in the programme must be clarified with course directors.
Semester 1
 The RA module courses are compulsory (total of 12 ECTS credits).
 For the LE, BC and GDM modules, two courses (student’s choice) per module are
compulsory.
 Intensive introductory German and French courses are offered (5 ECTS credits). They
are not compulsory for students with a proficiency level above A2. Students not taking
these courses must obtain the equivalent of 5 ECTS credits in one of the other modules
(LE, BC, GMD) or choose Chinese (5 ECTS) or the Academic Presentations (English, 2
ECTS) from the LL module plus another course from another module (LE, BC, GMD) to
get 5 ECTS. The Chinese language course is an exceptional offer from the University and
is open to all faculty students.
Semester 2
 The RA module courses are compulsory (total of 12 ECTS credits).
 For the LE, BC and GDM modules, a minimum of 13 ECTS credits must be obtained.
Students are free to choose the courses and modules for which they obtain the credits.
 In-depth language courses are offered. Students choose the course most appropriate to
their needs.
 In the BC module, students may choose to do an internship (5 ECTS), see below.
 At the end of the semester, a public presentation of scientific posters is organised for
students to present a draft of their planned master theses. This presentation is
compulsory.
Semester 3
 The RA module courses are compulsory (total of 15 ECTS).
 For the LE, BC and GMD modules, a total of 16 ECTS credits must be obtained. Students
are allowed to choose the courses and modules in which they obtain their credits.
 In-depth language courses are offered.
 A symposium takes place at a partner university abroad subject to the conditions which
are communicated to students in due time every year. If students are unable to attend the
symposium they may complete an alternative assignment.
Semester 4
 The main task in semester 4 is writing the master thesis (20 ECTS credits).
 A compulsory seminar (6 ECTS credits) with external lecturers is provided. It gives
students the opportunity to exchange experiences in connection with their thesis with
recognized national and international level experts.
Internship
It is possible to do an internship (minimum 120 hours – maximum 140 hours) - within the
programme (5 ECTS). This is not obligatory. If students choose this option, the internship is made
preferably during the 2nd and 3rd semesters. The internship takes place outside regular courses.
For the internship an agreement must be signed. Learning objectives must be established before
starting the internship. A written report needs to be submitted at the end of the internship.
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Master thesis and defense
Supervision of the master thesis
1. The student chooses a thesis supervisor from the professors or associate professors
teaching in the programme and employed by the University. One cannot choose an
adjunct teaching staff member (“vacataire”) as the main supervisor. The student is
encouraged to choose a director at the beginning of the second semester of the
programme.
2. It also is possible to choose a second supervisor. This person must hold a doctoral degree
and be teaching in the programme (UL staff or “vacataire”).
Submission of the master thesis
1. Each student must write a master thesis covering between 60 and 80 pages (excluding
the bibliography and appendices). The thesis must adhere to scientific research
standards. It may be written in any of the three programme languages.
2. Two thesis submission and defense sessions are organised in February and July of every
academic year.
3. Registration for the master thesis is possible when at least 80 ECTS credits have been
obtained.
4. For admission to the defense, students must register beforehand with the programme
secretariat. They must fulfil the following conditions:
 ECTS credits obtained
 Authorization form signed by the supervisor of the thesis (on Moodle)
Registration form submitted personally to the secretariat of the Master programme by the
following dates at the latest:
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December 1 for a defense at the February session
March 1 for a defense at the July session
If December 1 or March 1 fall on a Saturday or Sunday, the form must be submitted on the
next working day following these dates.
Submission of the thesis for each session takes place on the following dates:
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January 12 at the latest for a defense in the course of the last week of January or the first
week of February
June 11 at the latest for a defense in the course of the last week of June or the first week
of July
If January 12 or June 11 fall on a Saturday or Sunday, the thesis must be submitted on the
next working day following these dates.
For submission of the master thesis, one copy must be delivered to each member of the jury
and one copy must be delivered to the secretariat with one electronic copy on a CD as a pdf file.
The appendices (audio, video, long transcriptions) also must be saved on the CD.
Defense examination and jury
The public defense examination comprises a 15-minute presentation of the candidate’s work and
between 30 minutes (minimum) and 45 minutes (maximum) of questioning (ideally multilingual).
The examination is held at the University of Luxembourg.
The thesis jury is selected with the agreement of the supervisor of the thesis and the course
directors. It comprises at least the supervisor of the thesis (a professor or associate professor of
the University), another member (professor, associate professor or faculty member holding a
doctoral degree and teaching in the programme) and one student who is entitled to ask questions.
10
It also is possible to invite an external expert (outside the University) holding a doctoral degree
after consulting the course directors.
Assessment of the master thesis and the defense examination
1. Following the defense, the jury retires to deliberate and assign a grade. The student who
is a member of the jury gives his or her opinion first. He or she then leaves the room. He
or she does not take part in the final deliberation of the jury in preparation for the overall
grade of the examination.
2. Each member of the jury except the student member of the jury writes a report of
a minimum of one page relating to the thesis and the defense and explaining the grade
assigned for the work. The report needs to be submitted the week after the defense.
 See on Moodle for the assessment criteria for the master thesis and the defense.
 See Appendices 2 and 3 to this document for equivalence of grades.
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SEMESTER 1
12
List of the courses of the 1st semester
13
Planning of the courses of the 1st semester
14
15
Description of courses
3
of the 1st semester
3
Course descriptions are presented in the order in which they appear on the course list in this
handbook.
16
Introduction à l’ethnographie
(module RA, cours obligatoire)
Titulaire : Ingrid de SAINT-GEORGES
Langue principale du cours : Français
Autre langue : Anglais
ECTS : 3
UE : 20
Objectifs :
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
Descriptif :
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 étudiants 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 euxmêmes le potentiel et les limites de ce type d’approche pour comprendre le
fonctionnement d’un groupe ou pour adresser une problématique sociale en
17
comparaison avec d’autres approches méthodologiques. Ils 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)
-----------------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 twofold. 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)
Bibliographie :
Agar, M. H. (1996). The professional stranger: an informal introduction to
ethnography. San Diego: Academic Press.
Blommaert, J. & Dong, J. (2010). Ethnographic Fieldwork: A Beginner’s Guide.
Bristol: Multilingual Matters.
Philips, S. U. (1983). The invisible culture : Communication in classroom and
community on the Warm Springs Indian Reservation. Illinois : Waveland
Press.
Scollon, R. & Scollon, S. (2004). Nexus Analysis : Discourse and the Emerging
Internet. New York : Routledge.
Wacquant, Loïc. [2000] 2004. Body and Soul: Notebooks of an Apprentice
Boxer. New York: Oxford University Press.
Evaluation :
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 a social issue to study, select a site,
design a pilot research proposal, dedicate time to fieldwork, write up field
notes and submit an 8-page report (including the bibilography) on the field
work project.
18
Introduction to Discourse Analysis
(module RA, cours obligatoire)
Titulaire : Jean-Jacques WEBER
Langue principale du cours : Anglais
ECTS : 3
UE : 20
Objectifs :
Students who have taken this course will have learned to do the following:
 apply a research methodology that combines discourse analysis with
ethnographic analysis; and
 analyse the role of language ideologies and think more critically about their
own language ideologies.
They will also have gained a deeper understanding of fundamental issues
such as what a language is and what multilingualism is.
Descriptif :
In this course, we discuss basic issues of sociolinguistics and discourse
analysis such as language and representation, the construction of meaning,
language ideologies, register and metaphor, language and gender, with an
emphasis on critical thinking skills. We focus on language as a social
construct, language contact and the nature of language variation.We also
discuss Gee’s approach to discourse analysis in terms of discourse models,
and analyse what discourse models (or ‘language ideologies’) underlie such
concepts as standard/official/national language, ‘good’ vs ‘bad’ language,
accent, mother tongue, monolingualism vs. bi/multi/plurilingualism, one
nation–one language, the language–identity link, the hierarchy of languages,
and so on.
Bibliographie :
Essential textbook:
Weber, J-J & K. Horner. Introducing Multilingualism: A Social Approach
(Routledge, 2012)
Further reading:
Gee, James Paul. 2005. An Introduction to Discourse Analysis. London:
Routledge.
Fairclough, Norman. 1995. Critical Discourse Analysis. London: Longman.
Wodak, Ruth and M. Meyer (eds). 2002. Methods of Critical Discourse
Analysis. London: Sage.
Evaluation :
Continuous assessment (100%): in-class test
19
Becoming a Researcher
(module RA, cours obligatoire)
Titulaire : Mike BYRAM
Langue principale du cours : Anglais
ECTS : 3
UE : 20
Objectifs :
The objectives of the module are to develop in students the following:
 the ability to read and analyse critically research articles and research
reports (including student theses/dissertations)
 the ability to identify and formulate research questions
 an understanding of the nature of various aspects of dissertation writing
(writing a literature analysis/review, writing a methodology chapter,
analysing data…)
 the ability to write a research proposal
Descriptif :
A graduate from a master programme usually is expected to have acquired
some of the research skills and knowledge to be able to carry out his or her
own research and analyse critically that of others. ‘Writing’ a dissertation is the
principal means of learning about research as well as affording the opportunity
to pursue a topic in depth. It involves much more than ‘writing’. It is the purpose
of this course to introduce students to the skills and knowledge they will require
for their dissertation work even though the dissertation is not usually written
until towards the end of the Master programme.
This will not be a course in ‘research methods’ but by using inter alia extracts
from other students’ theses/dissertations, we will analyse the tasks which
underpin the production of different aspects of a dissertation – the different
‘chapters’ – and discuss what student researchers do and how they write.
Bibliographie :
Cohen, L. Manion, L. and Morrison, K. 2007, Research Methods in Education,
London: Routledge
Hammersley, M. and Atkinson, P. 2007, Ethnography: principles in practice,
London: Routledge
Hinkel, E (ed.) 2005 (Vol I) and 2011 (Vol II), Handbook of Research in Second
Language Teaching and Learning, New York: Routledge.
Kvale, S. (1996) Interviews. London: Sage Publications.
McCulloch, G and Richardson, W 2000, Historical research in educational
settings. Buckingham: Open University Press
Morrison, K. 2009, Causation in educational research. London: Routledge
Gomm, R. and Woods, P. eds. 1993, Educational Research in Action, London:
Paul Chapman
Reason, P. and Rowan, J. 1981, Human Inquiry. A sourcebook of new
paradigm research, Chichester: John Wiley
Walker, R. 1985, Doing Research. A handbook for teachers London: Methuen
Evaluation :
Students will write a research proposal (approximately 2000 words) which
demonstrates their understanding of the nature of research.
20
(This will be an exercise and not necessarily the topic of their eventual
dissertation).
21
Studying and Teaching in Multilingual Universities:
Theory and Practice
(module RA, cours obligatoire)
Titulaire : Adelheid HU
Langue principale du cours : English
Autres langues : Français, Deutsch
ECTS : 3
UE : 20
Objectifs :
After the course the students are familiar with the main research literature on
Multilingualism and Higher Education (HE). They can develop a critical view
on language policies in HE and are able to analyze multilingual communication
practices in the classroom and beyond. They will be able to develop didactic
scenarios for multilingual teaching and learning.
Descriptif :
One of the effects of globalization is the internationalization of universities
worldwide. The consequence, in terms of language of instruction, is that
universities either deliberately maintain their local language or, to varying
extents, introduce English. Some universities however decide for a
multilingual policy due to their specific location, history and vision or mission.
In this course we investigate the policies, the practices and the experience of
learners and teachers in such universities. We will discuss the following
questions:
 How have multilingual universities developed their policies and mission
statements over time in their specific societal contexts?
 How do these universities fulfill their global ambitions and their specific
local roles and expectations to their societies?
 How do teachers and students experience and theorise multilingualism in
their disciplines and intellectual traditions?
 What impact does the language of instruction have on the content of the
programmes and courses?
 What role do the national languages and other languages (e.g. languages
of migration or the other languages of international students) play in
different study programmes and their teaching/learning processes?
 What is the function of English as an international language of science in
the different contexts?
 What kind of multilingual practices/pedagogies can be developed within
specific university courses?
The course itself will be multilingual. English, German and French, but also
other languages will be integrated in the classes.
Bibliographie :
Introductory texts:
Coleman, J. A. (2006). English-medium teaching in European Higher
Education. Language Teaching, 39 (1), 1-14.
Hiller, G. G. (forthcoming). Kulturelle und sprachliche Diversität in der
Hochschule. Am Beispiel von E-Mail-Kommunikation. Erscheint in:
Moosmüller, A. (Hg.). Interkulturalität und kulturelle Diversität.
(Tagungsband). Münster u.a.: Waxmann.
22
Gazzola, M. (2012). The linguistic implications of academic performance
indicators: general trends and a case study. International Journal of the
Sociology of the Language 216 (2012), pp. 131-156.
Hu, A. (2012a). Zehn Thesen zur mehrsprachigen Universität. Forum für
Politik Gesellschaft und Kultur (324) (pp. 49-52). Luxemburg.
Preisler, B., Klitgard, I., & Fabricius, A. (2011). Language and Learning in the
International University: From English Uniformity to Diversity and Hybridity.
Multilingual
Matters.
Retrieved
from
http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED525840
Evaluation :
The students should attend the course regularly, be prepared (close reading
of the assigned texts) and participate actively in the discussions. The students
will be expected to conduct a small empirical project on multilingual practices
in HE (individually or in groups), presenting it in one of the classes and
reporting about the analysis in an essay (5-7 pages).
23
Promoting Childhood Bilingualism at Home and at School
(module LE)
Titulaire : Claudine KIRSCH
Langue principale du cours : Anglais
ECTS : 3
UE : 20
Objectifs :
 Students will gain critical understanding of the following:key concepts of
bilingualism and multilingualism;
 ideologies and theories underpinning language practices at home and at
school; and
 the ways in which individual, social and societal factors interact in language
learning.
Students also will continue to develop their understanding of ethnographic
methods by studying how these are used in relevant research studies.
Descriptif :
We will begin this course with various theories of bilingual first language
acquisition and second language acquisition with a focus on sociocultural
perspectives. We will examine productive learning contexts and strategies
children use when learning two or more languages. We will delve into
bilingualism and try to understand why bilingualism can be an advantage for
some children and a disadvantage for others.
We then will examine ethnographic studies of children’s social and cultural
practices across languages and literacies and in different home and
community settings and explore the extent to which these experiences mesh
with those of the school. We also will look at the methodology of some of these
studies.
We will continue with an analysis of the Luxembourgish trilingual education
system and of the ways in which children are encouraged or discouraged to
use and learn languages. We will examine several projects focusing on the
development of oracy in multiple languages in formal and informal educational
settings.
Bibliographie :
Anderson, J. and Obied, V. (2011) Languages, literacies and learning: from
monocultural to intercultural perspectives. NALDIC Quarterly 8 (3), 16-26.
Baker, C. (1996) Bilingualism and intelligence. Chapter 7 in Foundations of
bilingual education and bilingualism. Clevedon: Multilingual Matters.
Conteh, J. (2003) Succeeding in diversity: culture, language and learning in
primary classrooms. Stoke-on-Trent: Trentham Books.
Creese, A., Bhatt, A., Bhojani, N. and Martin, P. (2006) Multicultural, heritage
and learner identities in complementary schools. Language and Education 20
(1), 23-43
Cummins, J. (2005) A proposal for action: strategies for recognizing heritage
language competence as a learning resource within the mainstream
classroom. The Modern Language Journal 89 (4) 585 – 592.
Cummins, Jim. (2000). Language, Power and Pedagogy: Bilingual Children in
the Crossfire. Clevedon, UK: Multilingual Matters.
24
Drury, R. (2007) Young bilingual learners at home and school: researching
multilingual voices. Stoke-on-Trent: Trentham Books.
Heath, (1983). Ways with words. Cambridge, England: Cambridge University
Press.
Hornberger, N. & McKay, S.L. (eds) (2010) Sociolinguistics and Language
Education, Cleveland: Multilingual Matters.
Kelly, C. (2010) Hidden Worlds : young children learning literacy in
multicultural contexts. Stoke on Trent : Trentham books
Kelly, C., Gregory, E. & Williams, A. (2006) Home to school and school to
home: syncretised literacies in linguistic minority communities, in Garcia, O. &
Baker, C. (eds) Bilingual Education: An Introductory Reader, Clevedon:
Multilingual Matters
Kelly, C. (2004) ‘Buzz Lightyear in the nursery: intergenerational literacy
learning in a multi-media age’ in Gregory, E. Long, S. & Volk , D. (eds) Many
Pathways To Literacy. Taylor Francis
Kenner, C., Ruby, M., Jessel, J., Gregory, E. and Arju, T. (2008)
Intergenerational learning events around the computer: a site for linguistic and
cultural exchange. Language and Education 22 (4), 298-319
Kenner, C. (2004) 'Becoming Biliterate: Young Children Learning Different
Writing Systems' Stoke-on-Trent, Trentham Books
Kenner, C. (2000) Home Pages: Literacy Links for Bilingual Children. Stokeon-Trent: Trentham Books
Kirsch, C. (2008) Teaching Foreign Languages in the Primary School.
Principles and Practice. London : Continunum.
Kirsch, C. (2006) Young children learning new languages out of school,
International Journal of Multilingualism, 4: 3.
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
Li, G. 2006. Biliteracy and trilingual practices in the home context: Case
studies of Chinese-Canadian children. Journal of Early Childhood Literacy
Copyright. 6 (3): 355–381.
Mills, J. (2001) Being bilingual: perspectives of third generation Asian children
on language, culture and identity. International Journal of Bilingual Education
and Bilingualism 4 (6), 383-402.4.
Evaluation :
You will be assessed through a 3,000-word essay.
25
Langage et éducation en contexte multilingue et multiculturel
(module LE)
Titulaires : Dominique PORTANTE
Langue principale du cours : Français
ECTS : 3
UE : 20
Objectifs :
Ce cours d’introduction vise à alimenter le développement de cadres
conceptuels permettant aux étudiants d’interroger les pratiques éducatives,
pédagogiques et politiques par rapport à l’acquisition/apprentissage du
langage, plus particulièrement des langues et littératies comme produits et
comme moyens de la construction sociale de la réalité. L’interrogation des
pratiques et politiques porte sur les représentations et théories ‘en action’
dans et au-delà des processus locaux. L’objectif principal du cours est de
permettre aux étudiants d’explorer en ce sens des théories et des concepts
développés dans la littérature qui aborde le langage en termes
d’accomplissement social.
Descriptif :
A la croisée des sciences de l’éducation, de la linguistique appliquée, de la
sociolinguistique et de l’anthropologie linguistique, le présent cours prend
appui sur les développements récents de la recherche et de la réflexion
concernant les relations entre le langage et l’éducation dans des contextes
multilingues et multiculturels. Les différentes sessions proposent d’une part
de questionner, sur ces bases, les concepts de langage, de langue, de
littératie et, d’autre part, de revisiter les fondements théoriques qui soustendent les pratiques au niveau des stratégies éducatives visant
l’acquisition/enseignement/apprentissage des langues tout comme au niveau
des politiques éducatives.
L’approche adoptée aborde l’éducation au langage en termes de pratiques
sociales et de constructions discursives situées sur le plan local avec leurs
articulations et différents alignements par rapport à des dimensions du
contexte global. Dans cette démarche, le langage et les langues sont
considérés à la fois comme produit de l’activité sociale et culturelle dans
laquelle les êtres humains s’engagent et comme moyen de médiation de la
construction de cette réalité dans laquelle s’entremêlent différentes
dynamiques sociales et culturelles de construction de savoirs, d’identités et
de relations sociales et de pouvoir. Ces processus complexes se déploient
dans la tension et dans le dialogue entre les différents contextes au sein de la
famille, de communautés sociales plus larges et d’institutions éducatives, tous
ces contextes présentant des caractéristiques différentes par rapport à la
diversité linguistique et culturelle et par rapport aux possibilités de négociation
du capital linguistique et culturel.
Bibliographie :
Pragmatic, social, dialogic, praxeological approach to language
Austin, J.L. (1962). How to do things with words. Glasgow: Oxford University
Press. (French translation: 1970: Quand dire, c’est faire. Paris: Editions du
Seuil.)
Jones, R. H. & Norris, S. (2005a). Discourse as action. Discourse in action.
In: S. Norris & R.H. Jones, Discourse in Action. Introducing Mediated
Discourse Analysis, pp. 3-14. London/New York: Routledge.
26
Pennycook, A. (2010). Language as a local practice. London and New York:
Routledge.
Todorov, T. (1981). Mikhail Bakhtine. Le principe dialogique. Paris: Collection
poétique, Editions du Seuil.
Social construction, mind, context, situated learning
Erickson, F. & Schultz, J. (1982). When is context ? Some issues and methods
in the analysis of social competence. In M. Cole, Y. Engeström & O. Vasquez
(eds), Mind, Culture and Activity, pp. 22-31.
Cambridge: Cambridge University Press.
Lave, J. and Wenger, E. (1991). Situated Learning. Legitimate Peripheral
Participation. Cambridge: Cambridge University Press.
Vygotsky, L.S. (1978). Mind in society. Cambridge, Massachusetts and
London: Harvard University Press.
Language education/socialization
Ochs, E. (1993). Constructing social identity: A Language Socialization
Perspective. Research on Language and Social Interaction, 26(3), 287-306.
Sterponi, L. & Bhattacharya, U. (2012). Dans les traces de Hymes et au-delà:
Les études de la socialization langagière. Langage et Société, 139, 67-82.
Tomasello, M. (1992). The social basis of language acquisition. Social
Development, 1,1, 67-87.
Literacy education
Barton, D. et Hamilton, M. (2010): La littératie : une pratique sociale. Langage
et Société, 133, 45-62.
Gee, J.P. (2008). Social Linguistics and Literacies. Ideology in Discourses.
New York: Routledge.
Heath, S.B. (1982). What no bedtime story means: Narrative skills at home
and schools. Language in Society, 11(1), 49-76.
Luke, A. (1994). The social construction of literacy in the primary school.
Melbourne: Macmillan Education Australia.
Scribner, S. & Cole, M. (1981). The psychology of literacy. Cambridge (MA):
Harvard University Press.
Street. B. (2003b). What’s “new” in New Literacy Studies? Critical approaches
to literacy in theory and Practice. Current Issues in Comparative Education,
Vol. 5(2): 77-91.
Bi/multi/plurilingualism and bi/multi/plurilingual education
Canagarajah, S. & Wurr, A. (2011). Multilingual Communication and
Language Acquisition. The Reading Matrix, Vol. 11, 1, 1-15
Cummins, J. (1979). Linguistic Interdependence and Educational
Development of Bilingual Children. Review of Educational Research, Vol. 49,
222-251. New Edition in C. Baker & N. H. Hornberger (Eds) (2001), An
Introductory reader of the writings of Jim Cummins, pp. 63-95, Clevedon:
Multilingual Matters.
Cummins, J. (2007). Rethinking monolingual instructional strategies in
multilingual classrooms. Canadian Journal of Applied Linguistics, Vol. 10, 2,
221-240.
27
García, O., Bartlett, L. and Kleifgen, J. (2007). From Biliteracy to
Pluriliteracies. In: P. Auer and L. Wei (eds.) Handbook of Multilingualism and
multilingual Communication, pp. 207-228. New York: Mouton.
Lüdi, G. & Py, B. (2009). To be or not to be ... a plurilingual speaker.
International Journal of Multilingualism, vol. 6, no 2, 154-157.
Mondada, L., & Pekarek-Doehler, S. (2003). Le plurilinguisme en action. In L.
Mondada & S. Pekarek Doehler (Eds.), Plurilinguisme, Mehrsprachigkeit,
Plurilingualism. Enjeux identitaires, socio-culturels et éducatifs, pp. 95-110.
Tübingen, Basel: A. Francke Verlag.
Skutnab-Kangas, T. & McCarty, T.L. (2010). Key concepts in bilingual
education: Ideological, historical, epistemological, and empirical foundations.
In Jim Cummins & Nancy H. Hornberger (eds), Encyclopedia of Language
Education, 2nd edition, Volume 5: Bilingual Education, pp. 3-17. New York:
Springer.
Second language acquisition/learning
Block, D. (2003). The social turn in second language acquisition. Edinburgh,
UK: Edinburgh University Press.
Firth, A. & Wagner, J. (2007).Second/foreign language learning as a social
accomplishment: Elaborations on a reconceptualized SLA. The Modern
language Journal, Focus Issue, 800-819.
Larsen-Freeman, D. (2007). Reflecting on the cognitive-social debate in
second language acquisition. The Modern language Journal, 91, Focus Issue,
773-787.
Research Methodology
Gee, J.P. (2005 [1990]). An Introduction to Discourse Analysis. Theory and
method. New York and London : Routledge.
Heritage, J. (1984). Garfinkel and Ethnomethodology. Oxford: Polity Press.
Hymes, D. (1964). Toward Ethnographies of Communication. American
Anthropologist, 66, 6, 2, 1-34.
Evaluation :
Commentaire et réflexion (texte écrit de 2000 mots auxquels s’ajoutent les
références bibliographiques) sur la base de concepts issus de la littérature
proposée autour d’une ou de plusieurs questions en relation avec les intérêts
et, si possible, le projet de l’étudiant(e). Le processus de production de ce
texte donnera lieu à des interventions de l’étudiant(e) concerné(e) et à des
échanges pendant une ou plusieurs sessions du cours. Le texte individuel
sera finalisé dans les deux semaines qui suivent la dernière session.
28
Lernen ohne Grenzen?
(module LE)
Titulaire : Gaby BUDACH
Langue principale du cours : Allemand
Autres langues : Français, Anglais
ECTS : 3
UE : 20
Objectifs :
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).
Descriptif :
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 GermanItalian two-way immersion programme)
 analyse a wide range of qualitative data exploring the emergence, interplay
and negotiation of boundaries of various kinds; and
 reflect on methodological issues around collaborative ethnography as a
research method.
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)
García, Ofelia, Zeena Zakharia & Bahar Otcu (2013) Bilingual Community
Education and Multilingualism. Clevedon: Multilingual Matters.
Omer, Danielle & Frédéric Tupin (2013) (éds.). Éducations plurilingues : L’aire
francophone entre héritages et innovations. Rennes : Presses Universitaires
de Rennes.
Goodson, Ivor (2005) Learning, Curriculum and Life History. The selected
works of Ivor F. Goodson. London: Routledge.
Evaluation :
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).
29
Communication plurilingue
et dynamiques de participation au travail
(module BC)
Titulaire : Vassiliki MARKAKI
Langue principale du cours : Français
Autre langue : Anglais
ECTS : 2
UE : 15
Objectifs :
1. Connaître les mécanismes du code-switching et comprendre ses
conséquences sur la communication professionnelle
2. Apprendre à utiliser la méthodologie de l'Analyse Conversationnelle
appliquée au travail et à la formation :
 Savoir observer et restituer les détails des comportements des
personnes impliquées dans un échange
 Considérer l'importance de la communication non verbale.
3. Evaluer son mode de communication et d'ajustement aux situations
complexes.
Descriptif :
Dans les réunions de travail internationales et multiculturelles, des
professionnels venant de différents pays et avec des arrières-plans ethniques
et linguistiques variés se retrouvent ensemble afin de collaborer, négocier,
élaborer des solutions, prendre des décisions.... Ce cours s’intéresse à la
façon dont les parties co-présentes s’orientent et traitent de manière située le
choix de langue et le passage d’une langue à une autre. Il explore la manière
dont ces choix et ces changements sont gérés par les parties en se montrant
concernées par des problèmes de participation– i.e. en s’orientant vers le fait
que le choix d’une langue particulière peut avoir comme effet d’augmenter ou
bien de diminuer la participation de certains ou de tous les membres coprésents et transformant ainsi l'activité en cours.
Bibliographie :
Auer, P. (2002). Code-Switching in Conversation: Language, Interaction and
Identity. Taylor & Francis
Markaki, V., Merlino, S., Mondada, L., Oloff, F., Traverso, V. (2013).
Multilingual practices in professional settings: Keeping the delicate balance
between progressivity and intersubjectivity. In: Berthoud, A.C., Grin, F., Lüdi,
G. (eds). Exploring the Dynamics of Multilingualism. Amsterdam: Benjamins,
1-34.
Evaluation :
Participation active aux séances, quizz et étude de cas.
30
Interkulturelle Kommunikation im beruflichem Kontext
(module BC)
Titulaire : Dr. Gundula Gwenn HILLER
Langue principale du cours : Allemand
Autre langue : Anglais
ECTS : 3
UE : 20
Objectifs :
In diesem Kurs lernen die Studierenden
 Verschiedene Forschungsansätze zu interkultureller Kommunikation
kennen
 Die Rolle der Sprache in interkulturellen Settings zu reflektieren (e.g.
English as lingua franca)
 Das Modell “ Linguistic awareness of cultures “ kennen
 Analysetools für interkulturelle Interaktionssituationen
 Handlungsstrategien für interkulturelle Interaktionssituationen
Descriptif :
In diesem 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
können.
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.
Bibliographie :
Bolten, Jürgen. Interkulturelle Wirtschaftskommunikation. Vandenhoeck &
Ruprecht, 2007.
Heringer, Hans-Jürgen. Interkulturelle Kommunikation. A. Francke, Tübignen
2004.
Heringer, Hans-Jürgen. Interkulturelle Kompetenz. A. Francke, Tübingen
2012.
Straub, Jürgen / Weidemann, Arne / Weidemann, Doris (Hrsg.): Handbuch
interkulturelle Kommunikation und Kompetenz. Grundbegriffe – Theorien –
Anwendungsfelder. 2007. Stuttgart: J. B. Metzler.
Thomas, Alexander/ Kinast, Eva-Ulrike / Schroll-Machl, Sylvia
(Hg.):Handbuch Interkulturelle Kommunikation und Kooperation. Bd. 2:
Länder, Kulturen und interkulturelle Berufstätigkeit. Vandenhoek und
Ruprecht. 2003.
Evalutation :
Assignment at home or oral presentation.
31
Multilingualism, Creativity and Innovation in International Business
Settings
(module BC)
Titulaire : Dr. Pia STALDER
Langue principale du cours : Français
Autres langues : Anglais, Allemand
ECTS : 3
UE : 20
Objectifs :
The goal of the course is to introduce the students to the communication
practices and the innovation processes in international business contexts. The
participants will get a deeper insight into the theoretical key concepts – i. e.
communication, multiculturalism, multilingualism, innovation – and also
experience some creativity techniques. At the end of the course the students
will be able to explain, and further explore, the relationship between
multilingualism, creativity and innovation in (international) business settings.
Descriptif :
This course is part of the module « Business Discourse and Organisational
Communication ». It aims at the study of the link between multilingualism,
creativity and innovation in international business settings. How does
communication work in those contexts ? Which strategies do people use to
manage their cultural and linguistic diversity ? Is this diversity a factor of
creativity and innovation in professional contexts ?
Those questions will be addressed from theoretical and practical viewpoints.
We will not only have a closer look at the theoretical key concepts but also
experience creativity techniques in order to study the possible impact
of culture and language on innovation processes.
Bibliographie :
Agar, M. (1994). Language Shock. Understanding the Culture of
Conversation. New York: William Morrow and Company, Inc.
Barnett, H. G. (1953). Innovation. The Basis of Cultural Change. New York :
McGraw-Hill.
Connerley, M. & Pedersen, P. (2005). Leadership in a Diverse and
Multicultural Environment: Developing Awareness, knowledge and skills.
California : Sage Publications Inc.
DYLAN (Language Dynamics and Management of Diversity) Project Findings
(2012). The Dylan Project Booklet. www.dylan-project.org
Guntern, G. & alii (1993). Irritation und Kreativität. Hemmende und fördernde
Faktoren im kreativen Prozess. Zürich : Scalo Verlag.
Marsh, D. & Hill, R. (2009). Etude sur la contribution
du multilinguisme à la
créativité. Résumé du rapport final. Bruxelles : Commission européenne.
Stalder, P. (2010). Pratiques imaginées et images des pratiques plurilingues.
Stratégies de communication dans les réunions en milieu professionnel
international. Berne: Peter Lang.
Stalder, P. (2013). Management international: développer les compétences
en innovant les formations », in X. Yang & L. Zheng, Culture et management.
Paris : L’Harmattan.
32
Stalder, P. & Tonti, A. (2014). La Médiation interculturelle : représentations,
mises en œuvre et développement des compétences. Paris: Edition des
archives contemporaines.
Yanaprasart, P. (2010). Gestion de la diversité dans les équipes plurilingues
et multiculturelles. Dans G. Lüdi (éd.), Le plurilinguisme au travail entre la
philosophie de l’entreprise, les représentations des acteurs et les pratiques
quotidiennes, ARBA 22, octobre, Université de Bâle.
Evaluation :
Written assignment; i. e. design - in a group of min. 4 to max. 5 people – a
pilot (field) study on the subject of culture and language as factors of
innovation in international (business) settings. The written assignment will
have to include a clearly defined research question, a detailed description of
the research methodology as well as a pilot study of data collected through
fieldwork (in a company, institution or organisation).
33
Digital Technologies, Identity and Migration
(module GMD)
Titulaire : Fred DERVIN
Langue principale du cours : Français
Autre Langue : Anglais
ECTS : 3
UE : 20
Objectifs :
Students will be able to:
 explain how different groups of immigrants use digital technologies
 understand how identity-work relates to online communication
 analyse ‘doing’ identity online in contexts of migration
 refer to differ interdisciplinary works on the issue of identity
construction
Descriptif :
This course investigates how different groups of immigrants use digital
technologies such as social networking platforms and online communities
to communicate and fashion their identity/identities. It also explores how
technologies contribute to the expression, (co-)construction and
enactment of identities in contexts of mobility. The course examines these
issues from various perspectives as it brings together insights from
different disciplines – discourse analysis, philosophy and sociology.
Based on a stance that moves away from a unified self and the idea of
‘liquid’ identity, the course introduces students to different ways of
analyzing the opportunities for staging and transforming the self/selves
through technologies that are available in contexts of migration.
Bibliographie :
Bauman, Z. (2004) Identity: Conversations with Benedetto Vecchi.
Cambridge: Polity.
Brubaker, R. and Cooper, F. (2000) “Beyond ‘identity’”. Theory & Society
29. 1-47.
Abbas, Y. & F. Dervin (eds)(2009). Digital Technologies of the Self.
Newcastle: CSP.
Ewing, K.P. (1990) “The Illusion of Wholeness: Culture, Self, and the
Experience of Inconsistency”. Ethos 3 (18). 251-278.
Hermans, H.J.M. (2004) “Introduction: the dialogical self in a global and
digital age”. Identity 4 (4). 297-320.
Turkle, S. (2008) “Always-on/Always-on-you: The Tethered Self”. In Katz,
J.E. (ed.). Handbook of Mobile Communication Studies. Cambridge, MA:
MIT Press. 121-137.
Evaluation :
Analysis of a short piece of data, demonstrating how theories and
methodologies are applied to analyse identity, digital technologies and
migration (2000 words)
34
Linguistic Landscape Studies
(module GMD)
Titulaires : Kasper JUFFERMANS
Langue principale du cours : Anglais
Autre Langue : Français
ECTS : 3
UE : 20
Objectifs :
Students will learn to ‘read’ the linguistic landscape around us, and ask critical
questions about language in the public space, with special reference to
multilingual Luxembourg. They will learn to collect and analyse sociolinguistic
data and to report their findings for an audience.
Descriptif :
This interactive course is an introduction to linguistic (and semiotic) landscape
studies. Linguistic landscape is the area of study concerned with (visible)
language, communication and signification in the public space. Students will
read and discuss key texts on linguistic landscaping from around the world, as
centered around the themes
 linguistic landscaping as a photographic approach to multilingualism;
 the interplay between image and text in landscapes;
 linguistic landscapes, migration and globalisation;
 human interaction with/in the linguistic landscape.
Students will in teams of 2-3 also venture out in the surrounding linguistic
landscape of Luxembourg and carry out sociolinguistic field research with
linguistic landscape methodology and report on this in class.
Bibliographie :
Gorter, Durk (2006a) Introduction: The study of linguistic landscape as a new
approach to multilingualism. In Durk Gorter (ed.), Linguistic Landscape: A
New Approach to Multilingualism (pp. 1-6). Clevedon: Multilingual Matters.
[also in International Journal of Multilingualism 3(1): 1-6.]
Barton, David, Mary Hamilton, Roz Ivanic, Fiona Ormerod, Sarah Padmore,
Simon Pardoe & Rachel Rimmershaw (1994) Photographing literacy
practices. Changing English: Studies in Culture and Education 1(1), 127-140.
Landry, Rodrigue; and Bourhis, Richard Y (1997) Linguistic landscape and
ethnolinguistic vitality: An empirical study. Journal of Language and Social
Psychology 16, 23-49.
Ben-Rafael, Eliezer; Shohamy, Elana; Amara, Muhammad Hasan; and
Trumper-Hecht, Nira (2006) Linguistic landscape as symbolic construction of
the public space: The case of Israel. In Durk Gorter (ed.), Linguistic
Landscape: A New Approach to Multilingualism (pp. 7-30). Clevedon:
Multilingual Matters. [also in International Journal of Multilingualism 3(1): 730.]
Leeman, Jennifer; and Modan, Gabriella (2009) Commodified language in
Chinatown: A contextualized approach to linguistic landscape. Journal of
Sociolinguistics 13, 332–362.
Jaworski, Adam; and Thurlow, Crispin (2010) Introducing semiotic
landscapes. In Adam Jaworski and Crispin Thurlow (eds.), Semiotic
Landscapes: Language, Image, Space (pp. 1-40). London: Continuum.
35
Jørgensen, J. N. (2008) Urban wall languaging. International Journal of
Multilingualism 5(3), 237-252.
Juffermans, Kasper (2013). Multimodality and audiences: Local languaging in
the Gambian linguistic landscape. Sociolinguistic Studies 6 (2), pp. 239-257.
Garvin, Rebecca (2010) Responses to the linguistic landscape in Memphis,
Tennessee: An urban space in Transition. In Elana Shohamy, Eliezer BenRafael, and Monica Barni (eds.), Linguistic Landscape in the City (pp. 252271). Bristol: Multilingual Matters.
Malinowski, David (2009) Authorship in the linguistic landscape: A
multimodal-performative view. In Elana Shohamy and Durk Gorter (eds.),
Linguistic Landscape: Expanding the Scenery (pp. 107-125). New York:
Routledge.
Milani, Tommaso (2013). Expanding the Queer Linguistic scene:
Multimodality, space and sexuality at a South African university. Journal of
Language and Sexuality 2013, 2 (2): 206-234.
Pan, Lin (2010) Dissecting multilingual Beijing: the space and scale of
vernacular globalization. Visual Communication 9(1), 67-90.
Bonhomme, J. (2009) Dieu par décret. Les écritures d’un prophète africain.
Annales: Histoire, Sciences sociales 64(4), 887-920.
Stroud, Christopher; and Mpendukana, Sibonile (2009) Towards a material
ethnography of linguistic landscape: Multilingualism, mobility and space in a
South African township. Journal of Sociolinguistics 13, 363–386.
Thurlow, Crispin and Adam Jaworski (2012). Elite mobilities: The semiotic
landscapes of luxury and privilege 22/5.
Scollon, Ron and Suzie Wong Scollon (2007) Discourses in place: Language
in the material world. London: Routledge.
Blommaert, Jan (2013). Ethnography, Superdiversity and Linguistic
Landscape: Chronicles of Complexity. Bristol: Multilingual Matters.
Evaluation :
Evaluation is based on presentations in class and a term paper.
36
Migration and Integration: the case of Turkish and Russian
immigrants in Germany
(module GMD)
Titulaire : Patrick GROMMES
Langue principale du cours : Anglais
Autres langues : Allemand
ECTS : 2
UE : 15
Objectifs :
The course will raise students awareness for various sources of integration
patterns of different groups of migrants into the host society. In particular,
students will
 be introduced to the description and analysis of factors causing migration,
 be able to reflect critically upon the societal and cultural discourse
concerning certain groups of migrants
 gain insight into discourse and text analysis.
Descriptif :
Migration occurs for a huge variety of reasons. With these reasons come
expectations regarding life in the host countries. These reasons and
expectations together with attitudes and expectations of the receiving
societies– among a wide array of additional factors – lead to very different
ways of integration into a new society and at times a new culture.
In this course we will follow the paths of two very different groups of migrants
in Germany: Turkish and Russian immigrants. The two groups form the largest
migrant communities in Germany, but the reasons for their migration to
Germany and their ways of mixing with the German population and culture
show quite distinct patterns.
Therefore we first will look at the migration histories of both groups, taking into
account that those are not necessarily homogenous groups. We then will
discuss patterns and ways of integration into the host society while taking into
account integration efforts – or the lack thereof – of German society.
Although there will be historical, economic, political, and sociological factors
to be considered, focus will be on linguistic issues in the widest sense.
Discourse and text analysis will take up larger parts of the work in the course.
We will look at how both groups make use of digital media and how they are
being represented in these media. Depending on expertise and interests of
the participants of this course, the scope may be widened to literature and
film. Another central area of interest will be written narrative texts of secondary
school students and in how far these texts reflect different cultural
backgrounds.
Bibliographie :
Brizić, Katharina (2006). The secret life of languages. Origin-specific
differences in L1/L2 acquisition by immigrant children. In International Journal
of Applied Linguistics, 16; 339-362
Keim, Inken (2012). Mehrsprachige Lebenswelten. Sprechen und schreiben
der türkischstämmigen Kinder und Jugendlichen. Tübingen: Narr
Lanza, Elizabeth & Svendsen, Bente Ailin (2007). Tell me who your friends
are and I might be able to tell you what language(s) you speak. Social network
analysis, multilingualism, and identity. In International Journal of Bilingualism,
11 (3), 275-300
37
Levkovych, Nataliya (2012). Po-russki in Deutschland. Russisch und Deutsch
als Konkurrenten in der Kommunikation mehrsprachiger Gruppen von
Personen mit postsowjetischem Hintergrund in Deutschland. Bochum:
Universitätsverlag Dr. N. Brockmeyer
Pfaff, Carol W. (2005). “Kanaken in Alemannistan”: Feridun Zaimoglu’s
representation of migrant language. In Hinnenkamp, Volker & Meng, katharina
(eds.): Sprachgrenzen überspringen. Sprachliche Hybridität und
polykulturelles Selbstverständnis. Tübingen: Gunter Narr, 195-225
(a more extensive reading list will be made available at the beginning of the
course)
Evalutation :
Oral presentation in class and brief written report on the presentation
(maximum five pages).
38
Intensiv Kurz - A1
(module LL)
Titulaire : Prolingua
Langue principale du cours : Allemand
ECTS : 5
UE : 30
Objectifs :
 Pouvoir comprendre des mots familiers et des expressions très courantes
au sujet de lui-même et de son environnement concret et immédiat.
 Pourvoir comprendre des phrases très simples dans des annonces, des
affiches, des formulaires.
 Pouvoir communiquer de façon simple
 Pouvoir écrire des phrases simples (e-mails, carte postale, message) et
porter des détails personnels dans un questionnaire
Descriptif :
Compétences
Je peux entrer en contact avec quelqu’un
Je peux définir, caractériser et localiser des objets
Je peux faire connaissance avec d’autres personnes
Je peux me situer dans le temps
Je peux décrire un lieu
Je peux me situer dans l’espace et décrire des déplacements
Je peux décrire des actions simples de la vie quotidienne
Je peux parler de mes études
Je peux décrire mes activités en relation avec mes études
Je peux comprendre et écrire un texte simple
Je peux compléter un formulaire
Grammaire
Les articles définis et indéfinis
Le présent de l’indicatif
Les prépositions de lieu et de temps
Les adjectifs démonstratifs
Les adjectifs possessifs au nominatif et à l’accusatif
Première approche du prétérit (être et avoir)
Verbes séparables
Verbes : « Möchte, Hätte gern »
Bibliographie :
Studio D- Cornelsen
Evaluation :
 50 points : compréhension à l’audition et expression orale en continu et en
interaction
 50 points : compréhension à la lecture et expression écrite
 Tests oraux en cours de module et test écrit le dernier jour du cours.
 Admission : 65/100
39
Intensiv Kurz - A2
(module LL)
Titulaire : Prolingua
Langue principale du cours : Allemand
ECTS : 5
UE : 30
Objectifs :




Descriptif :
Compétences
Je peux faire une description de mon environnement
Je peux comprendre donner des instructions, des conseils et des contreindications
Je peux décrire des occupations quotidiennes et des habitudes
Je peux décrire mes expériences personnelles et professionnelles
Je peux décrire des projets et leur organisation
Je peux exprimer des sentiments et des sensations
Je peux faire le portrait de quelqu’un et décrire sa personnalité
Je peux décrire simplement des projets
Pouvoir comprendre des expressions et un vocabulaire fréquents
Pouvoir saisir l’essentiel de messages simples et clairs
Pouvoir lire des textes courts et simples
Pouvoir trouver une information particulière prévisible dans des documents
courants
 Pouvoir écrire des notes et des messages simples
 Pouvoir avoir des échanges brefs
Grammaire
Le présent (révision)
Les verbes de modalités : vouloir, pouvoir, devoir, falloir
Le passé
Les verbes pronominaux (présent et passé composé)
Les pronoms relatifs
Les pronoms personnels (nominatif-accusatif-datif)
L’expression de la cause (parce que, pour)
Les indicateurs de temps (il y a, depuis, pendant)
La déclinaison de l’adjectif
L’expression de la comparaison
Bibliographie :
Studio D- Cornelsen
Evaluation :
 50 points : compréhension à l’audition et expression orale en continu et en
interaction
 50 points : compréhension à la lecture et expression écrite
 Tests oraux en cours de module et test écrit le dernier jour du cours.
 Admission : 65/100
40
Cours intensif de Français - A1
(module LL)
Titulaire : Prolingua
Langue principale du cours : Français
ECTS : 5
UE : 30
Objectifs :
Pouvoir comprendre des mots familiers et des expressions très courantes au
sujet de lui-même et de son environnement concret et immédiat.
Pourvoir comprendre des phrases très simples dans des annonces, des
affiches, des formulaires.
Pouvoir communiquer de façon simple
Pouvoir écrire des phrases simples (e-mails, carte postale, message) et
porter des détails personnels dans un questionnaire.
Descriptif :
Compétences
Je peux entrer en contact avec quelqu’un
Je peux définir, caractériser et localiser des objets
Je peux faire connaissance avec d’autres personnes
Je peux me situer dans le temps
Je peux décrire un lieu
Je peux me situer dans l’espace et décrire des déplacements
Je peux décrire des actions simples de la vie quotidienne
Je peux parler de mes études
Je peux décrire mes activités en relation avec mes études
Je peux comprendre et écrire un texte simple
Je peux compléter un formulaire
Grammaire
Les articles définis et indéfinis
Le présent de l’indicatif
Les prépositions de lieu et de temps
Les adjectifs démonstratifs
Les adjectifs possessifs
Première approche du passé composé
Première approche des partitifs
Bibliographie :
Alter ego + - Hachette
Evaluation :
 50 points : compréhension à l’audition et expression orale en continu et en
interaction
 50 points : compréhension à la lecture et expression écrite
 Tests oraux en cours de module et test écrit le dernier jour du cours.
 Admission : 65/100
41
Cours intensif de Français - A2
(module LL)
Titulaire : Prolingua
Langue principale du cours : Français
ECTS : 5
UE : 30
Objectifs :
Pouvoir comprendre des expressions et un vocabulaire fréquents
Pouvoir saisir l’essentiel de messages simples et clairs
Pouvoir lire des textes courts et simples
Pouvoir trouver une information particulière prévisible dans des documents
courants
Pouvoir écrire des notes et des messages simples
Pouvoir avoir des échanges brefs
Descriptif :
Compétences
Je peux faire une description de mon environnement
Je peux comprendre donner des instructions, des conseils et des contreindications
Je peux décrire des occupations quotidiennes et des habitudes
Je peux décrire mes expériences personnelles et professionnelles
Je peux décrire des projets et leur organisation
Je peux exprimer des sentiments et des sensations
Je peux faire le portrait de quelqu’un et décrire sa personnalité
Je peux décrire simplement des projets
Grammaire
Le présent de l’indicatif : révision
Les verbes de modalités : vouloir, pouvoir, devoir, falloir
Le passé composé
Les verbes pronominaux (présent et passé composé)
Le futur simple
Les pronoms relatifs : qui, que, où
Les pronoms COD et COI
Le pronom y
L’expression de la cause (parce que, pour)
Les indicateurs de temps (il y a, depuis, pendant)
Je peux décrire simplement des projets
Bibliographie :
Alter ego + - Hachette
Evaluation :
 50 points : compréhension à l’audition et expression orale en continu et en
interaction
 50 points : compréhension à la lecture et expression écrite
 Tests oraux en cours de module et test écrit le dernier jour du cours.
 Admission : 65/100
42
Chinese Language – Beginner course
(module LL)
Titulaire : Changhong JIANG
Langue principale du cours : Chinois
Autre langue : Anglais
ECTS : 4
UE : 60
Objectifs :
This course is aimed to improve students’ Chinese language skills, including
speaking, listening, reading and writing. focused communicative approach will
be taken, and by the end of the semester, students should be able to do the
following:
 communicate fluently in Chinese about everyday topics such as food, time,
dates, numbers, travel, etc.);
 know the Chinese phonetic system;
 use about 200 Chinese words correctly;
 use basic Chinese sentence structure and know the grammar system;
 know basic Chinese cultural situations.
Descriptif :
Chinese Language Beginner Course will concentrate on students practicing
speaking and listening skills; however,reading and writing are required as well.
This course will help students to pronounce consonants, vowels, tones and
Pinyin, which are combined with those three basic parts generally. At the same
time, learning words and daily expressions are the most important parts of
teaching. This course will introduce the basic Chinese language grammatical
system, and basic grammatical rules will be taught so that students can use
the language effectively. In addition to language, this course will refer to
Chinese traditions and typical Chinese cultural practices, which could help
students to learn effective communication in Chinese as well.
Bibliographie :
成功之路（入门篇），北京语言大学出版社，张辉、 邱军等，2008
成功之路（起步篇），北京语言大学出版社，杨楠、邱军等，2008
Evaluation :
Class participation and class performance (20%): You are expected to attend
class and to participate in classroom activities, which will count as 20% of your
grade for the course. If class is missed 10 times, you will not be allowed to
take part in the final exam.
Homework and words dictation (30%): There will be one dictation per month,
and one assignment per week, which will constitute 20% of your grade.
Homework should be typed or handwritten clearly, and should be submitted
on the due date. No extensions are granted.
You are encouraged to finish your homework with your classmates or Chinese
friends, but cheating and ghostwriting are NOT allowed.
Final examination (50%): A closed-book, cumulative final examination will
constitute 40% of your grade, and an oral test will constitute 10% of your final
grade. There will not be any make-up examination.
43
Academic Presentations
(module LL)
Titulaires : DOEHLER William
Langue principale du cours : Anglais
ECTS : 2
UE : 15
Objectifs :
Students will work towards the goals of clarity, economy and relevance in
English academic writing, and ask critical questions about their peers’ use of
scientific English in submitted texts as well as in academic presentations. They
will learn the conventions used in scientific writing, including the structure of a
paper or a presentation and details of each part thereof.
Descriptif :
This three-day introductory course is intended for master students of the
Faculty of Humanities who wish to improve their English writing abilities
specifically for the purpose of scientific publications and presentations.
Participants are required to have a mastery of the English language. The
workshop offers hands-on training in scientific writing that is task-oriented: we
will focus on practical issues such as how to write the parts of a paper and
how to revise drafts. Both linguistic and argumentative structures will be
discussed. We will proceed by means of practical exercises (including formal
exercises, text production assignments with oral presentations and peer
critiques) and analysis of existing scientific papers and conference abstracts
and conference presentations. Network building will be promoted. Course
content and course materials specifically target the needs of students in the
humanities and the social sciences.
Bibliographie :
A.P.A. (2009) Publication Manual of the American Psychological Association.
Washington: American Psychological Association. ISBN-10 1-4338-0561-8.
1. Gläser, Rosemarie (1995) Linguistic Features and Genre Profiles of Scientific
English. Frankfurt am Main: Peter Lang. ISBN 3-631-47870-4
2. Kuhn Thomas S. (1996) The Structure of Scientific Revolutions. Chicago:
University of Chicago Press (3rd ed.) ISBN 0-226-45808-3.
3. Locke William N.(1957, repr. 1979) Scientific French. Huntington, New York:
Robert E. Krieger Publishing. ISBN 0-88275-771-7.
4. Strunk, William (2000) The Elements of Style. Needham Heights, Mass.: Allyn
& Bacon (4th ed.) ISBN 0-205-31342-6.
5. Yang, Jen Tsi (1995) An Outline of Scientific Writing For Researchers with
English as a Foreign Language. Singapore: World Scientific Publishing. ISBN
9810224664.
6. Wittgenstein, Ludwig (transl. 1978) Tractatus Logico-Philosophicus London:
Routledge & Kegan Paul Ltd. ISBN0 7100 7923 0
Webster’s Third New International Dictionary of the English Language (1961)
Springfield, Mass.: G.& C. Merriam Co.
Evaluation :
Evaluation is based on participation in class and each student’s groupreviewed paper.
44
SEMESTER 3
45
List of courses of the 3rd semester
46
Planning of the courses of the 3rd semester
47
48
Description of courses
of the 3rd semester
49
International Research Symposium
(module RA, cours obligatoire)
Titulaire : Adelheid HU, Ingrid de SAINT-GEORGES
Langue principale du cours : Anglais
Autres langues : Français, Allemand
ECTS : 5
UE : 20
Objectifs :
The participants should be able to present and communicate their research
projects in a way appropriate to an international audience using at least a
bilingual mode. Based on the exchange and the discussions during the
research symposium, they should clarify the question of their master thesis,
their methodological design and their procedure of data analysis.
Descriptif :
The symposium will take place on December 4th and 5th at the HumboldtUniversity in Berlin. Participants will have the opportunity to present their
master projects to colleagues, master students and PhD candidates in the field
of applied linguistics and language pedagogy. There will be the opportunity for
informal discussion about studying and research at German universities. Our
main partners in Berlin are Prof. Dr. Lutz Küster (Institute for Romance
Languages) and Prof. Dr. Stefan Breidbach (Department of English and
American Studies). Further details will be communicated in due time.
Evaluation :
Individual presentations (including PPT and handout); for those who cannot
participate, a video presentation should be prepared.
50
Building your master thesis: design and methodology
(module RA, cours obligatoire)
Titulaires : Adelheid HU et Ingrid de SAINT-GEORGES
Langue principale du cours : Anglais
Autres langues : Allemand, Français
ECTS : 5
UE : 25
Objectifs :
By the end of the course, students will have made headway in their master
thesis project and will have in-depth knowledge concerning how to conduct
research and write a thesis.
Descriptif :
The course will focus on the individual research projects that the students are
preparing for their master thesis. Every student will have a chance to work on
his or her own project and to have feedback from others (students and
teachers). In this course, we will cover topics among the following, according
to the interests of the students:
 What is the overall structure of a master thesis?
 How do you approach doing a literature review?
 How do you define an adequate research question?
 How do you relate empirical data to theory?
 How do you discuss methodological orientations?
 What are findings and outcomes?
 How do you make appropriate bibliographic references?
 What are issues with writing a long text?
Bibliographie :
Selected bibliography:
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
Thomas, G. (2009). How to do your research project. London: Sage
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.
Evaluation :
Assessment will be based on participation in individual tasks, group
discussions, presentations and reflections. An oral exam will take place at the
end of the course, where the student will have to document the progression of
his or her thesis and articulate a reflexive gaze over the progress made, the
issues encountered, the steps to be taken for finalising the thesis.
51
Portfolio
(module RA, cours obligatoire)
Titulaire : Master thesis supervisors
Langues principales du cours : Français, English, Deutsch
ECTS : 5
UE : 5
Objectifs :
Students are asked to write up a portfolio of a minimum of 15 pages. The
portfolio serves to reflect on the progression made on the master thesis. The
main goal is to help students advance their research and writing process.
Descriptif :
The portfolio takes the shape of a research journal, a folder with documents,
or any other forms that the student choses. It should list the dates of meetings
the student had with his or her supervisor. There should be at least three
meetings per semester.
In addition, the portfolio should include two main dimensions:
1) a series of tasks
2) a series of reflections on the research process and on research ideas
linked to those tasks.
Tasks (mandatory):
 The portfolio should discuss why the research topic chosen is significant
(on a personal level, theoretical level, methodological level, societal level,
etc.). It should reflect on the relation between the courses taken in the
Master programme so far and the topic chosen for inquiry.
 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.
 One section will concern methodological approach. The student should
address questions such as the following:
 What methodological tools will be used?
 What references from the different methodological courses proposed in
the first and second semester can be used?
 Which other ones can be used?
 What will be the data analyzed?
 Who might be the participants in the study?
Reflections (suggested):
The reflection part is not separated from the tasks. As the student
accomplishes the different tasks and progresses in his or her project, he or
she is invited to reflect on what he or she has read, on conversations with the
supervisor, on the obstacles that he or she has encountered in the research
process and in writing, and on the strategies found to overcome those
obstacles. The portfolio also can include reflections about ideas and how they
are progressing, feedback received on the project, and so on. These are only
suggestions. We think they might help to keep traces of the research process
but they are not mandatory.
52
Bibliographie :
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.)
Evaluation :
The portfolio must be submitted to the thesis supervisor by January 10th. We
also suggest a meeting with the supervisor to present and discuss your
portfolio.
53
Education interculturelle et internationale
(module LE)
Titulaire : Mike BYRAM
Langue principale du cours : Français
Autres langues : Anglais
ECTS : 3
UE : 15
Objectifs :
The objectives of the module are to develop in students the following:
 an understanding of the role of education systems in the creation of social
identities and in particular national identities;
 an understanding of the nature of intercultural communication;
 an understanding of the effect of contemporary internationalisation on
curriculum development and design;
 an ability to reflect on their own social identities as a consequence of
theoretical and comparative perspectives; and
 an ability to analyse critically research on intercultural communication, and
the internationalisation of education.
Descriptif :
It is clear that the internationalisation/globalisation of societies of the
developed world sets new agendas for national education systems. This was
already stated in the UNESCO report Learning: the Treasure Within. In the
European context the trend is evident 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’.
This kind of change in the context of education needs to be taken into account
in the analysis and development of curricula, and in the management of
curriculum change. This module provides students with the conceptual and
analytical means of reflecting upon the implications of internationalisation 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.
Bibliographie :
Allport, 1954, The Nature of Prejudice. Cambridge, Mass.: Addison-Wesley.
Anderson, B. 1991 Imagined Communities. 2nd ed. London: Verso
Barrett, M. 2007, Children’s knowledge, beliefs and feelings about nations and
national
groups.
Hove
and
New
York:
Psychology
Press
Byram, M. (2006) Languages and Identities. Strasbourg: Council of Europe.
Cambridge, J. and Thompson, J. (2004). Internationalism and globalisation as
contexts for international education. Compare, 34(2), 161-75.
Education for citizenship and the teaching of democracy in schools. London:
Qualifications and Curriculum Authority.
Hinton, P.R. 2000, Stereotypes, Cognition and Culture. London: Psychology
Press
Walker, G. (2000). International education: Connecting the national to the
global. In M. Hayden and J. Thompson (eds.) International schools and
international education. London: Kogan Page Ltd
54
Evaluation :
Assessment will be based on an oral presentation accompanied by a written
rationale for the presentation of no more than 1500 words, plus a selfassessment.
55
Gesprochene und geschriebene Sprache : theoretische Zugänge zu
Medium und Konzeption von Sprache
(module LE)
Titulaire : Constanze WETH
Langue principale du cours : Allemand
ECTS : 3
UE : 15
Objectifs :
Ziel des Seminars ist es, fundierte Kenntnisse zu erlangen, die medialen und
konzeptuellen Charakteristika gesprochener und geschriebener Sprache zu
erfassen und auf unterschiedliche empirische Beispiele anwenden zu können.
Es vertieft dadurch die Kenntnisse in der Soziolinguistik und dem Bereich
multimodality.
Descriptif :
Die Unterschiede zwischen der gesprochenen und geschriebenen Sprache
sind schon seit den Anfängen der Schriftkultur thematisiert worden. In der
Kulturgeschichte Europas wird in den verschiedenen Epochen gerne die
gesprochene Sprache als primär und als wesentliches Modell für Sprache
hervorgehoben, aber auch die Schrift besitzt Modellcharakter. Unstrittig ist,
dass die Schrift unsere gesamte soziale und kulturelle Entwicklung wesentlich
mitgeprägt hat. Sie ermöglichte dem Menschen eine Art externes Gedächtnis
aufzubauen und verbreitete die Kommunikationsmöglichkeiten über die
Grenzen von Raum und Zeit hinweg. Ohne Schrift wären weder unsere
Vorstellungen von Gesetzgebung, die Industrialisierung oder das Internet
denkbar. Zugleich stellt in den letzten Jahren gerade die Kommunikation im
Web 2.0 die wesentlichen Charakteristika der Schrift in Frage.
Das Seminar stützt sich auf drei theoretische Modelle, die das Spannungsfeld
zwischen
gesprochener
und
geschriebener
Sprache
ausloten
(Koch/Oesterreicher, 1985; Hornberger, 2003; Maas, 2010). Im ersten Teil
des Seminars werden diese drei Modelle diskutiert. Anschließend sind die
Teilnehmer/innen aufgefordert, empirische Beispiele mehrsprachiger
Schriftpraktiken im Hinblick auf die theoretischen Modelle zu untersuchen.
Ziel des Seminars ist es, fundierte Kenntnisse zu erlangen, die medialen und
konzeptuellen Charakteristika gesprochener und geschriebener Sprache zu
erfassen und auf unterschiedliche empirische Beispiele anwenden zu können.
Die im Seminar verwendeten Sprachen sind Deutsch und Englisch. Die zu
lesenden Texte werden auf Deutsch und Englisch angeboten und es ist der
Anspruch des Seminars, das Seminarthema im CLIL Verfahren zu behandeln,
so dass beide Sprachen das Verständnis gegenseitig unterstützen.
Zur Vorbereitung der ersten Sitzung ist die Lektüre des folgenden Textes
obligatorisch:
Coulmas, F. (1989). The Writing Systems of the World. Blackwell, 3-16.
http://faculty.weber.edu/tmathews/3320B_Readings/3320B4Coulmas.pdf
56
Bibliographie :
Coulmas, F. (1989). The Writing Systems of the World. Oxford: Blackwell.
1.
Hornberger, N. H. (2003). Continua of Biliteracy. In N. H. Hornberger (Ed.),
Continua of Biliteracy. An Ecological Framework for Educational Policy,
Research, and Practice in Multilingual Settings (pp. 3–34). Clevedon:
Multilingual Matters Ltd.
2.
Koch, P., & Oesterreicher, W. (1985). Sprache der Nähe - Sprache der
Distanz. Mündlichkeit und Schriftlichkeit im Spannungsfeld von Sprachtheorie
und Sprachgeschichte. In Romanistisches Jahrbuch (Vol. 3, pp. 15–43). Berlin
/ New York: de Gruyter.
Maas, U. (2010). Literat und orat. Grundbegriffe der Analyse geschriebener
und gesprochener Sprache. Grazer Linguistische Studien, 73(Frühjahr), 78–
120.
Evaluation :
Anforderungen des Seminars sind neben der regelmäßigen Lektüre und
Mitarbeit ein mündliches Referat (ca. 20 Minuten) und eine Hausarbeit auf
Deutsch oder Englisch im Umfang von 2000 - 2500 Wörtern. Referat und
Hausarbeit werden benotet.
57
Exploring Issues in Multilingualism and Multilingual Education
(module LE)
Titulaire : Jean-Jacques WEBER
Langue principale du cours : Anglais
ECTS : 3
UE : 20
Objectifs :
Students who have taken this course will be able to do the following:
 explain the multiple links between language and education, identity and
ethnicity;
 analyse and evaluate the flexibility (or lack of flexibility) of education
systems;
 investigate critically language policies and language-in-education policies
in multilingual and multicultural states; and
 analyse processes of code-switching, the construction and negotiation of
identities, and the role of language ideologies.
Descriptif :
In this course we discuss flexible types of multilingual education that put
children’s needs and interests first, rather than particular languages. Such
education systems build upon children’s actual home resources (including
non-standard varieties), as well as providing access to both the local and
global languages that students need for their educational and professional
success. As more and more children grow up multilingually in our globalised
world, there is a need for more nuanced multilingual solutions in language-ineducation policies. The many case studies discussed in the course reveal that
flexible multilingual education – rather than mother tongue education – is the
most promising way of moving towards the elusive goal of educational equity
in today’s world of globalisation, migration and superdiversity.
At the same time, students will be introduced to relevant techniques of data
analysis, which should be of use to them for their own project work. The
theoretical and methodological framework combines discourse analysis with
ethnographic analysis. In their work, students will engage in the close analysis
of socially situated discourses and apply these ethnographic and discourseanalytical strategies to case studies of their own choice.
Bibliographie :
3.
Essential Textbook
Weber, Jean-Jacques. Flexible Multilingual Education: Putting Children’s
Needs First (Multilingual Matters, 2014)
4.
Further recommended reading:
Agar, Michael 2006. Ethnography. In J.O. Ostman & J. Verschueren (eds)
Handbook of Pragmatics. Amsterdam: Benjamins
5.
Blommaert, Jan. 2005. Discourse: A Critical Introduction. Cambridge :CUP
Evaluation :
Continuous assessment (100%): presentation/discussion + project work
58
Stage
(module BC)
Titulaire : Ingrid de SAINT-GEORGES
Langues : Français, Anglais, Allemand
ECTS : 5
UE : NA
Objectifs :
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.
Descriptif :
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. Une convention tripartite
est ensuite signée entre l’étudiant-e, la structure d’accueil du stagiaire et la
direction du programme. L’étudiant-e établit également quels seront ses
objectifs pour le stage en relation avec la directrice de stage. Au retour du
stage, l’étudiant-e rédige un rapport. Le formateur qui a accompagné le
stagiaire sur la place de travail rédige une évaluation.
Le stage dure entre 120 heures minimum et 140 heures maximum. Il doit être
réalisé au deuxième ou troisième semestre, ou pendant la période
intersemestrielle.
Pour connaître les modalités du stage, prière de consulter la documentation
mise à disposition sur Moodle.
Evaluation :
Avant le stage, dans la convention, l’étudiant-e précise les objectifs qu’il/elle
s’est fixé en lien avec les objets du programme d’études :




quelles tâches sont prévues ?
quelles questions seront abordées ?
quelles investigations seront effectuées ?
quelles ressources scientifiques seront mobilisées pour répondre aux
questions posées ?
 quelles expertises à propos du multilinguisme et du multiculturalisme
l’étudiant-e apportera-t-il au terrain ?
Après le stage, un rapport de 6 pages (minimum) sera rédigé. Dans ce rapport,
l’étudiant-e :
 précise le contexte dans lequel le stage a été réalisé
 montre comment les objectifs préalablement fixés ont été rencontrés
 décrit les apprentissages réalisés et les nouvelles questions qui ont
émergé suite à la confrontation avec le terrain
 théorise les expériences vécues en construisant des liens entre le vécu sur
le terrain et la littérature scientifique
59
Global Marketing and Communication Development
(module BC)
Titulaire : Christophe REGNAULT
Langue principale du cours : Anglais
ECTS : 2
UE : 15
Objectifs :
To use the global marketing and communication approaches as an added
value in all your projects!
To be able to use some useful marketing and communication techniques
and to apply them in any projects.
Descriptif :
‘Global Marketing and Communication Development’
Use marketing and communication as an added value in all your
projects!
Based on a unique and concrete approach using state-of-the-art techniques
in branding, marketing and communication, this seminar will give you all the
tools you need to be able to use marketing and communication techniques
effectively.
Moreover, this seminar will give you concrete tools to enable you to build your
own marketing and communication strategies and plans.
This seminar may be followed by individual personalised sessions.
The seminar as well as the proposed individual personalised sessions will be
facilitated by one active professional who is a global specialist in marketing,
communication and branding.
Bibliographie :
This will be distributed in the class.
Evaluation :
Your evaluation will be based on preparation assignments in and out of class,
participation and exchange with your fellow participants during class and one
final assignment to deliver after the class using the concrete tools introduced
during the course (supported by individual sessions given after class).
Note: For the final assignment, it is strongly advised to use a personal project
to benefit right away from the course, applying immediately the tools you will
obtain.
60
Multilingual communication and terminology in the EU
(module BC)
Titulaire : Rodolfo Maslias and Colleagues
Ce cours sera donné par 5 enseignants différents et organisé en différentes sessions
présentées ci-dessous
Langue principale du cours : Anglais
Autres langues : Français
ECTS : 3
UE : 20
Objectifs :
L’objectif est
 de renforcer la conscience des étudiants sur l’importance du
multilinguisme à l’instar de l’Union européenne dans chaque système de
gouvernance international en tant que droit fondamental sur la base du fait
que la langue est un aspect élémentaire de chaque culture et du fait que
le respect de chaque culture garantit le bon fonctionnement d’une société
multiculturelle et multinationale
 de familiariser les étudiants avec les structures de législation multilingue
de l’Union européenne et de l’importance de la terminologie et de la
coopération linguistique pour garantir l’application d’un droit commun dans
une Union interétatique, mais aussi plus généralement pour une
communication efficace dans le monde globalisé
 d'approcher
des
aspects
purement
linguistiques,
tels que
l'intercompréhension, l'éducation pour comprendre le langage entre
communautés linguistiques, les familles linguistiques, les mécanismes de
conversion, de compréhension et d'expression
Descriptif :
Dans les trois cours de cette unité introductive, on suivra une présentation sur
l'organisation de la coordination de terminologie dans le processus législatif
multilingue de l’Union européenne pour garantir l'uniformité linguistique des
lois dans 28 pays et dans 24 langues, sur les différents moyens informatiques
et les processus de traduction ainsi que sur la coopération et communication
entre toutes les Institutions européennes dans le domaine de la terminologie
(cette partie sera faite en anglais)
On discutera de l’enjeu du multilinguisme dans l’Union européenne en tant
que défi de protéger un droit culturel et donc fondamental tout en entravant
pas l’efficacité d’un système de coopération intergouvernementale et d’un
droit prévalant au droits nationaux. Dans ce contexte on se penchera sur les
critères de reconnaissance d'une langue en tant que telle, sur l'octroi du statut
de langue officielle, sur la protection des langues régionales, sur l'utilisation
de langues pivot et sur la tendance d'adopter une langue de travail
unique.(cette partie sera faite en français)
On examinera enfin des aspects linguistiques tels que le caractère descriptif
de la langue et l'intercompréhension en tant que solution de communication
dans un espace multilingue (cette partie sera faite en français).
Bibliographie :
Evaluation :
Les Traités et autres textes constituants de l’Union européenne
Des textes et des présentations sur la structure et coopération linguistique
interinstitutionnelle dans l’Union européenne
Un questionnaire à choix multiple
61
Terminology and discourse: informing vs influencing
Titulaire : Ciprian DUMEA
Objectifs :
At the end of the course, the students should be better able to do the
following:
 distinguish word from term and concept;
 distinguish between informative and persuasive texts;
 identify the key players, terminology and information for informative texts;
 compare the words and terminology of persuasive texts used by the
counterparts of an argument ando extract the gist of the information.
Descriptif :
One of the great powers of the human mind is to attach commonly recognized
symbols to facts and thoughts and share them. This interaction gives birth to
different kinds of discourse. Some types of discourse use terminology and
intend to inform. Other kinds play with words and intend to influence. Many
types of discourse are somewhere in between. For any person who studies
cultures and communication, it is paramount to be able to distinguish hard fact
from perspective and to enhance and learn how to use one’s general
knowledge to corroborate facts. The course intends to provide some of the
markers which can help in this respect. Examples will be taken from
contemporary EU texts or international conflicts.
Bibliographie :
please read the first three sections at the following web address:
https://www.boundless.com/communications/introduction-to-publicspeaking/types-of-public-speeches/
Most importantly - students are required to study the discourse of the main
parties involved in one major conflict taking place in the world immediately
before the course;
for students who wish to know a bit more, I recommend the following optional
readings:
Zarefsky, David, Public Speaking: Strategies for Success, Chapter on
“Persuading” (academic scans available for the 1996 versionhttp://www.uvm.edu/~asnider/speechreadings/speech3.pdf)
A larger selection of bibliographical resources can be found here (look
especially at the section “Introductions to discourse analysis in the context of
social psychology, sociology, and cultural studies”):
http://www.tlrp.org/rcbn/capacity/Activities/Themes/In-depth/guide.pdf
62
Legal Language and Legal Terminology in a Multilingual Environment
Titulaire : Violina STAMTCHEVA
Objectifs :
 to make students more sensitive towards linguistic/terminological problems
of legislation in a multilingual environment
 to have students understand the necessity for terminology work in a
multilingual legislation, learning the basic notions of terminology work as a
basis for the practical introduction of the IATE database, which will be
presented the following courses
Descriptif :
The course will consist of two parts:
 Importance of terminology in legal drafting and translating – this part will
introduce the specifics of multilingual legal drafting and translating. An
integral part of the topic will be the introduction of what legal language is
and what makes legal translation different from any other translation. How
does multilingualism in the EU reflect on legal drafting and the translation
process?
 Basic concepts of terminology work (concept, definition, referencing,
sourcing) – this part gives an overview of key topics of terminology and the
necessity of terminology work as an essential part of a multilingual
environment.
Bibliographie :
DANIELA STRAUB, KLAUS-DIRK SCHMITZ: "Cost and effectiveness of
terminology work" in: tcworld, August 2010
http://www.tcworld.info/emagazine/content-strategies/article/tekom-study-cost-and-effectiveness-ofterminology-work/
M. TERESA CABRÉ: Terminology: Theory, methods and applications, 1998
(EN)
A. ALCINA (editor): Teaching and Learning Terminology: New strategies and
methods, 2011 (EN)
PICHT, H.: Modern approaches to terminological theories and applications,
2006 (EN)
KARPOVA, O. / KARTASHKOVA, F.: LEXICOGRAPHY AND TERMINOLOGY
– A worldwide outlook, 2009 (EN)
BOWKER, L.: Lexicography, Terminology, and Translation – Text-based
studies in honour of Ingrid Meyer, 2006 (EN)
WRIGHT, S.E./BUDIN, G.: HANDBOOK OF TERMINOLOGY MANAGEMENT,
1997 (EN)
BASSEY EDEM ANTIA: Terminology and Language Planning. An alternative
framework of practice and discourse, John Benjamins B.V. Amsterdam, 2000.
As e-book: http://termcoord.files.wordpress.com/2013/05/here.pdf
COTSOES (Conference of Translation Services of European States):
Recommendations for Terminology work, SFBL Publications CH-3003 Berne,
http://termcoord.files.wordpress.com/2013/07/here.pdf
Andrej Glézl: Lost in Translation; EU Law and the Official Languages – Problem
of the Authentic Text, article: http://www.cels.law.cam.ac.uk/events/Glezl.pdf
63
IATE, the EU’s Terminology Database in Detail and Practice in
Terminology
Titulaire : Viola PONGRACZ
Objectifs :
Students will do the following:
 gain a comprehensive overview of the EU's interinstitutional terminology
database, IATE;
 be able to use the consultation functions of IATE and to understand all
important aspects of the content;
 understand how to plan and accomplish a terminology project in order to
gain results to be inserted into a terminology database; and
 gain practical experience in accomplishing a terminology project
Descriptif :
First, IATE, the EU's terminology database, will be introduced in detail: its
history, structure and content, and its basic and more advanced functions. Both
internal and public IATE will be shown to the participants. The presented
functions will be tested by the participants with the help of relevant exercises.
Then the major part of the course will be dedicated to carrying out a small but
comprehensive terminology project. After discussing the main elements of
terminology projects in general, participants will work on a test project. This
practice will include term extraction, term recognition, concept analysis,
research in IATE and in online resources.
Bibliographie :
IATE manuals and guidelines
Austermühl, Frank: Electronic Tools for Translators, 2010
Cabré, M. Teresa: From Terminological Data Banks to Knowledge
Databases: The Text As the Starting Point, In Lexicography, Terminology and
Translation, ed. Lynne Bowker, 93–106, 2006
Cabré, M. Teresa: Terminology: Theory, methods and applications, 1999
Dubuc, Robert: Terminology: A Practical Approach, 1997
Kenny, Dorothy: Electronic Tools and Resources for Translators, In The
Oxford Handbook of Translation Studies, 2011
Sager, Juan C.: A Practical Course in Terminology Processing, 1990
64
Legal Language and Legal Terminology in a Multilingual Environment
Titulaire : Maria Pia MONTORO
Objectifs :
The students will know the following:
 how to retrieve relevant online information for terminology work;
 how terminology is evolving and adapting to the needs of our increasingly
connected world;
 how terminology is vital for every job related to knowledge management.
Descriptif :
Terminology is related not only to translation but to whatever deals with
knowledge management such as, journalism, web writing, web copywriting,
SEO, and so on.
The lesson is divided into three parts:
 Best practices and epic fails: how consistent terminology is crucial for user
interaction (UX).
 Neologisms in IT: what’s behind a pinch? How much terminology research
is behind the selection of each term appearing on websites, apps and
software.
 Time-saving terminology search tips. Terminology is crucial for good quality
texts but terribly time consuming.
Evaluation
The presentations from the course and the list of websites will be given on
the spot.
Please select one of the three topics and write a short essay providing
your point of view:
 Terminology best practices and epic fails: how consistent terminology is
crucial for user interaction (UX).
 Have you experienced any problem caused by inconsistent terminology
found on the interface of an app, a website, etc.?
 Neologisms in IT: what’s behind a pinch? How much terminology research
is behind the creation of each term appearing on the interface of websites,
apps and software?
 Pick a term (also symbol) related to a specific function and carry out
research to determine its origins.
 Time-saving terminology search tips. Terminology is crucial for good quality
texts but terribly time consuming.
 Do you know any tool that can make terminology search faster (even if not
connected with terminology)?
65
Interkulturelle Kommunikation in beruflichen Kontexten
(module BC)
Titulaire : Dott. Matilde Grünhage-Monetti , Anna Svet M.A
Langue principale du cours : Allemand
Autres langues : Anglais
ECTS : 3
UE : 20
Objectifs :
 sprachlich-kommunikative Anforderungen in verschiedenen Berufsfeldern
in der Produktion, Dienstleistung und Pflege kennenlernen und erkunden
 Kommunikation als „part langagière du travail“ in der post-fordistischen
Arbeitswelt erkennen
 Zusammenhang zwischen kommunikativen Praktiken / Anforderungen und
strukturellen und technologischen Veränderungen der Arbeitswelt
identifizieren
 Rolle politischer Richtlinien (policies) sowie politischer und sozialer
Diskurse im Bezug auf Kommunikation und Zweitsprachförderung im
Kontext der Arbeit reflektieren
 Sprachliche Merkmale insbesondere der mündlichen Kommunikation am
Arbeitsplatz analysieren
 Konsequenzen für Praxis, Forschung und Politik identifizieren
Descriptif :
In der heutigen Arbeitswelt haben sich die sprachlich-kommunikativen
Anforderungen für alle Beschäftigten unabhängig von Wirtschaftsbereichen,
Branchen, Qualifikationsprofilen und Positionen
stark verändert. Der
technische und ökonomische Strukturwandel hat neue und komplexe
sprachlich-kommunikative Praktiken an allen Arbeitsplätzen hervorgebracht.
Diese Entwicklung stellt insbesondere Mitarbeiter/-innen, die eine andere
Sprache als die Mehrheitsgesellschaft sprechen, sowie Un- und Angelernte
vor große Herausforderungen. Praxis, Forschung und Politk sind 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.
In Teil 1 des Seminars (10. und 11. Oktober) 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.
In Teil 2 (21./22. November) arbeiten sie ebenfalls interaktiv mit Auszügen aus
Audioaufnahmen und Transkriptionen von authentischen Gesprächen am
Arbeitsplatz sowie arbeitsrelevanten Dokumenten. Hierbei bekommen die
Studierenden Einblicke in die berufsspezifischen und –übergreifenden
Handlungsfelder der Mitarbeiter/-innen in der modernen globalen Arbeitswelt.
Konsequenzen
für
Praxis
(z.
B.
Lehre,
Personalentwicklung,
Angebotsgestaltung), Forschung und Politik werden diskutiert und reflektiert.
66
Aktive Teilnahme an den Diskussionen und Partner- bzw. Gruppenarbeiten im
Rahmen des Kurses sind erforderlich
Bibliographie :
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 2011
Verfügbar
unter:
http://www.ukces.org.uk/assets/ukces/docs/publications/praxis-7-working-tolearn-learning-to-work.pdf
Boutet, Josiane (2001): La part langagière du travail: bilan et évolution. In:
langage et societé. H. 98, S. 17-42
Verfügbar unter: http://www.cairn.info/revue-langage-et-societe-2001-4-page17.htm
Grünhage-Monetti, Matilde (2009): Learning needs of migrant workers in
Germany. In: Workplace Learning and Skills Bulletin. Cambridge, Issue 7, S.
17-18
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
Knötig, Manuela (2010): Analysing workplace language in Germany. In:
Workplace Learning and Skills Bulletin. Cambridge, Issue 8, S. 16-17
Illeris, Knud (2010): The Fundamentals of Workplace Learning:
Understanding How People Learn in Working Life. Padstow, Cornwall
Relevante Teile verfügbar unter:
Workplace learning
http://dpb.dpu.dk/dokumentarkiv/Publications/20060117143424/
CurrentVersion/knudd.pdf
und
Learning, Work and Competence Development
www.saqa.org.za/docs/events/illeris_paper08.pdf
Unwin, Lorna: Taking an Expansive Approach to Workplace Learning:
Implications for Guidance
http://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.
In der Zeit zwischen Teil 1 und Teil 2 des Seminars bearbeiten die
Studierenden ein vom Umfang und Zeitaufwand adäquates Projekt ihrer Wahl
zu Kommunikation in Arbeitskontexten. Hiermit können sie die erworbenen
Kenntnisse, Fertigkeiten und Fähigkeiten anwenden sowie Merkmale und
Herausforderungen
der
Kommunikation
in
interkulturellen
Arbeitszusammenhängen überprüfen.
67
Evaluation :
Diese Arbeiten können entweder individuell, bzw. in kleinen Gruppen und in
einem für die Studierenden leicht zugänglichen Arbeitsplatz (Café, Mensa,
Universität, etc.) durchgeführt werden: Es kann eine Befragung zu sprachlichkommunikativen Anforderungen/Praktiken, eine Fotodokumentation von
sprachlich-kommunikativen Situationen am Arbeitsplatz, Analyse von
authentischen Aufnahmen, Zusammenstellung von relevanten policies zur
Zweitsprachförderung, etc. sein
68
Researching Interactions with Digital Media
(module GMD)
Titulaire : Charles Max
Langue principale du cours : Anglais
Autres langues : Français, Allemand
ECTS : 3
UE : 20
Objectifs :
 Design, plan and carry out a multifaceted and context-sensitive naturalistic
inquiry on significant media and interaction issues.
 Recognize fundamental research paradigms, perspectives, traditions and
methods in the field of media and interaction studies.
 Apply the fundamental principles and characteristics of ethnographic,
interactionist, conversational and discursive research approaches to indepth enquiries in the media.
 Identify appropriate methods of data collection and analysis and adjust
their sensitivity to the needs of the specific research question.
 Analyse a media and interaction object of inquiry from multiple
perspectives, that is, micro-meso-macro perspectives, internal-external
views .
 Examine the strengths and weaknesses of a personal research work in the
domain of media and interaction .
 Present and defend an enquiry by sound arguments about the theoretical
and analytical frameworks taking the empirical approach.
Descriptif :
This course is about the dynamic impact of digital media use on learning and
interaction. It explores technology-mediated processes within diverse contexts
of living, working and socialising.
Course topics deal with participation in digital communities, creative
expressions with interactive media facilities, interactions with and through
increasingly smart technologies.
Students are actively engaged in the course design as they are asked to
plan, conduct, analyse and reflect small-scale research projects in groups.
Group work is supported by literature mapping, class discussions and
multiple feedback. The course projects are continuously presented in class
for review and improvement. The aim of the course is to get familiar with
core aspects of new media research.
Bibliographie :
Jenkins, H. (2006). Convergence Culture: Where Old and New Media Collide.
New York: New York University Press.
Ito, M., et al. (2009). Hanging Out, Messing Around, Geeking Out: Living and
Learning with New Media. Cambridge: MIT Press.
Kaplan, A.M., & Haenlein, M. (2010). Users of the world, unite! The challenges
and opportunities of Social Media. Business Horizons 53, 59-68.
Rogoff, B. (1995). Observing sociocultural activity on three planes:
Participatory appropriation, guided participation, and apprenticeship. In J. V.
Wertsch, P. Del Rio and A. Alvarez (Eds.), Sociocultural studies of mind. 139165. Cambridge: Cambridge University Press.
69
Evaluation :
The grade for the course is based upon the following factors and weights:
 10% participation
30% group assignment : mapping the research landscape of a specific
media topic (group poster)
 60% group assignment : extended analysis of a small-scale study project
on interactional media use
70
Mondialisation, représentations et pratiques des langues
(module GMD)
Titulaire : Sofia STRATILAKI
Langue principale du cours : Français
ECTS : 2
UE : 15
Objectifs :
Ce séminaire propose 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, l’immigration et la
mondialisation. La visée générale du séminaire est l’examen de ces situations
de plurilinguisme donné et de plurilinguisme visé par le biais des
représentations sociales, 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 les situations de contacts
de langues. La question centrale à traiter sera la suivante : comment les
compétences plurilingues construites en milieu social doivent-elles s’articuler
à celles acquises dans l’école ?
Descriptif :
Depuis plus de dix ans, l’espace européen se constitue en entité géopolitique
spécifique, de moins en moins réductible à la somme des pays qui la
composent. Le rôle que jouent les langues dans l’architecture politique,
économique et sociale de cet ensemble se repère dans un certain nombre de
textes qui invitent à une vision contextualisée de la diversité linguistique et
culturelle, tel que le Précis du plurilinguisme et du pluriculturalisme. De ce
point de vue, 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.
Le séminaire abordera les questions d’appropriation et de transmission des
langues (L2, L3, Ln) en s’interrogeant en particulier 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 linguistique, l’ethnographie et les recherches en
acquisition des langues pour la description des situations complexes de
contact seront mis à contribution pour l’analyse et la compréhension des
phénomènes en jeu dans la transmission des langues et dans la construction
identitaire attachées aux langues et aux pratiques (orales et littéraciées). Une
attention particulière sera portée aux notions telles que répertoire plurilingue,
réseaux sociaux, biographies langagières, et sur les articulations entre
représentations et pratiques de langues. Le séminaire permettra en outre de
s’entraîner à certaines techniques d’enquêtes et à l’analyse de corpus.
Bibliographie :
Indications bibliographiques
De Florio-Hansen, I. & Hu, A. (2007) (Hrsg.). Plurilingualität und Identität.
Tübingen : Stauffenburg.
Beacco, J.-C. (2004) (dir.). Représentations métalinguistiques ordinaires et
discours. Paris : Langages, no 154.
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.
71
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
Evaluation :
Le travail final consistera à analyser un mini-corpus sous forme d’un dossier
écrit de 5-6 pages. Ce travail sera préparé au cours du séminaire par des
lectures, des synthèses et des présentations orales en rapport avec les
thèmes abordés.
72
Globalisation, Digital Media and Migration
(module GMD)
Titulaire : Jeff VAN DER AA
Langue principale du cours : Anglais
ECTS : 3
UE : 20
Objectifs :
 In this course students will become familiar with the concept of superdiversity.
 They will learn to understand super-diversity as a starting point to analyse
complex social reality, in particular mobility and migration, as well as a wide
variety of mobile technologies.
 They will learn to analyse multi-layered narratives drawn from social work,
refugee centres and education which shed light on these issues.
 They will learn to see things from the informants’ subjective perspective.
Descriptif :
Globalisation and migration, combined with a wide variety of new mobile
technologies have important effects on all of society, but there is only a very
slow institutional adjustment to these ‘new’ social facts. The informants we
work with often have to deal with these institutions on a daily basis (education,
social work, welfare, and so on). In this course we take a look at the ways in
which refugees, school children, youth in care, and so on are understood by
these old institutional frameworks. Consecutively we discuss alternative ways
of telling stories, constructing identity and ‘being heard’ through the usage of
old(er) and new digital media.
Programme:
Day 1: Superdiversity (see article 1)
Day 2: Complex narratives on- and off-line (see articles 2 and 3)
Day 3: The analysis of ‘voice’ (see article 4)
Day 4: Implications (see article 5)
Bibliographie :
Van der Aa, J. & J. Blommaert (frth.) Ethnographic Monitoring and the Study
of Complexity. In: Martin-Jones, M. & D. Martin. Researching Multilingualism.
London: Routledge.
Blommaert, Jan (2006). Applied Ethnopoetics. Narrative Inquiry 16(1): 181190.
Van der Aa, J. (frth). The online organization of offline survival. Tilburg Papers
in Culture Studies.
Hymes, D. (1996). What is Ethnography? In: Ethnography, linguistics,
narrative inequality, pp. 3-16. New York: Taylor & Francis.
Arnaut, K. (2012). Super-diversity: elements of an emerging perspective.
Diversities 14(2): 1-16.
Evaluation :
Two short position papers, one on each teaching block (two in total) will be
due three weeks after completion of the course.
73
Scientific Writing in English WEBINAR
(module LL)
Titulaire : Alison LOWRY
Langue principale du cours : Anglais
ECTS : 2
UE : 15
Objectifs :
Participants will learn techniques and acquire language necessary to writing
well structured and interesting scientific texts which are clear, concise, precise
and consistent in style. They will apply these techniques to, and employ this
language in, their own texts.
Descriptif :
This webinar is designed for students who are writing their master thesis in
English. It is ideal for students who can commit to a few sessions online, but
who enjoy the flexibility of working at their own pace at home.
Together we will review the characteristics of academic writing in terms of its
purpose, audience, content, structure and tone. We will examine the content
and language used in the preliminaries, main, and end matter sections of a
research paper. We also will look again at ways in which to highlight the topic
of each paragraph and to show cohesion between paragraphs and ideas
within paragraphs in order to establish a clear line of argument. Finally, we
will review techniques for improving writing style in English so that texts are
clear and concise and read as if they were written by native English speakers.
Participants will be given course materials in advance and will need a
computer with a reliable Internet connection.
Bibliographie :
Cargill, Margaret, and O’Connor Patrick. (2009). Writing Scientific Research
Articles: Strategies and Steps. West-Sussex: Wiley-Blackwell.
Swales, John M., and Feak, Christine, B. (2009). Academic Writing for
Graduate Students: Essential Tasks and Skills. Second Edition. Michigan:
The University of Michigan Press.
Swales, John M., and Feak, Christine, B. (2009). Abstracts and the Writing
of Abstracts. Michigan: The University of Michigan Press.
Evaluation :
Students will submit at the end of this webinar a two-page synopsis of their
planned master thesis. This assignment is designed to help participants
organize their ideas (topic, purpose, aims, methods) for a master thesis and
facilitate the writing process. Assignments will be evaluated based on the
structure and content of ideas presented, as well as on the language used
therein.
74
Français Académique
(module LL)
Titulaire : Cécile PETITJEAN
Langue principale du cours : Français
ECTS : 2
UE : 15
Objectifs :
Cet atelier est destiné à accompagner les étudiant(e)s qui souhaitent rédiger
leur mémoire en français, et, plus généralement, développer leurs
compétences en matière de structuration d'un écrit scientifique en français.
Les objectifs de cet atelier seront donc les suivants:
 Sensibiliser les étudiant(e)s aux motivations et aux enjeux inhérents au
choix du français comme langue de rédaction d'un écrit scientifique, sur la
base d'une discussion relative à la place du français dans la diffusion
actuelle des travaux scientifiques;
 Amener les étudiant(e)s à développer et à renforcer leurs compétences en
matière rédactionnelle, sur le plan orthographique, syntaxique et textuel.
L'accent sera mis tout particulièrement sur certaines attentes stylistiques
relatives au genre de l'écrit scientifique en français, qui requiert certaines
habiletés en matière de clarté et de précision dans la structuration des
phrases et de leurs connexions. Ceci se fera sur la base de discussions
amenant les étudiant(e)s à adopter une perspective comparative avec les
normes rédactionnelles propres à leurs langues premières et/ou à leurs
autres langues de travail;
 Inciter les étudiant(e)s à mettre en place certaines routines
méthodologiques propres à la rédaction d'un écrit scientifique en français,
en se concentrant sur les phases de préparation et de finalisation du texte,
lesquelles s'avèrent tout aussi importantes que la phase rédactionnelle
proprement dite.
Descriptif :
Le choix de la langue de rédaction d'un écrit scientifique revêt aujourd'hui une
importance non négligeable, notamment dans le contexte actuel
d'internationalisation de la recherche. Cet atelier sera l'occasion d'aborder
l'histoire de la place du français dans le monde de la recherche et de discuter
des raisons pouvant nous amener à choisir aujourd'hui le français comme
langue scientifique, en termes d'audience et de politique scientifiques. Sur la
base de l'observation de textes scientifiques en français (résumés, articles,
mémoires, thèses), il s'agira de faire ressortir certaines attentes
rédactionnelles, aux niveaux orthographique, syntaxique, textuel et stylistique,
permettant d'assurer la cohésion et la cohérence d'un écrit scientifique et de
garantir une transmission et une réception optimales des contenus de la
recherche visant à être diffusée. La question des conventions de présentation
des références bibliographiques et de la mise en page du texte sera
également thématisée. Cette palette de compétences sera ensuite mise en
pratique, au travers d'exercices au cours desquels les étudiant(e)s seront
amené(e)s à rédiger des écrits en français, qui seront ensuite discutés par
l'ensemble des participant(e)s, ce qui permettra ce faisant la mise en place de
certaines habitudes méthodologiques, notamment celle du "peer-review".
Enfin, l'ensemble des séances sera pensé de manière à inciter les
participant(e)s à mobiliser leurs compétences plurilingues, la sensibilisation
aux subtilités de l'écrit scientifique en français ne pouvant se faire que sur la
base d'une mise en miroir avec celles propres aux autres langues utilisées
dans le monde de la recherche (notamment l'anglais) et celles pratiquées par
75
les étudiant(e)s. L'intégration des différentes habiletés acquises durant cet
atelier se fera par le biais de la rédaction, par les étudiant(e)s, de l'introduction
de leur mémoire de Master.
Bibliographie :
Cislaru, G., Claudel, C. & M. Vlad (2011). L'écrit Universitaire en Pratique.
Paris. De Boeck.
Garnier, S. & A. Savage (2011). Rédiger un texte académique en français :
Niveau B2 à C1. Paris. Ophrys.
Beaud, M. (1994). L'art de la thèse. Paris. Éditions La Découverte.
Constant, A.-S. & A. Levy (2012). Réussir mémoires et thèses en LMD. Paris.
Gualino Eds.
D'autres références bibliographiques seront proposées en début de semestre.
Evaluation :
L'évaluation se fera sur la base de la rédaction par les étudiant(e)s de la partie
introductive de leur mémoire de Master.
76
Wissenschaftliches Schreiben auf Deutsch
(module LL)
Titulaire : Anna HECKEN
Langues : Allemand
ECTS : 2
UE : 15
Objectifs :
Im Rahmen dieses Kurses werden den Studierenden die Regeln und
Besonderheiten eines wissenschaftlichen Textes sowie zentrale
Arbeitstechniken vermittelt.
 Grundlagen des wissenschaftlichen Schreibens
 Zentrale Schritte des Forschungsprozesses
 Anforderungen an eine wissenschaftliche Arbeit (Gliederung, Inhalts- und
Abkürzungsverzeichnis etc.)
 Korrektes Zitieren und Bibliografieren
 Literatur- und Datensuche
 Wissenschaftliche Terminologie und Argutmentationsstrukturen
 Etappen des Schreibens
Zur Vertiefung der inhaltlichen Inputs werden immer wieder Schreibübungen
angeboten.
Bei Interesse werden auch geschlechtergerechtes Schreiben sowie
Hilfestellungen für Arbeitsplanung, Organisation, Stressbewältigung und
ähnlichem thematisiert.
Descriptif :
Dieser Kurs richtet sich an Studierende, die beabsichtigen Ihre Kurs- oder
Abschlussarbeiten in deutscher Sprache zu verfassen. Mit Schreibübungen
und Hintergrundinformationen werden die Prozesse und Strukturen
wissenschaftlichen Schreibens und die Techniken wissenschaftlichen
Arbeitens erläutert.
Bibliographie :
Kruse, Otto. 2007. Keine Angst vor dem leeren Blatt: Ohne Schreibblockaden
durchs Studium. Frankfurt: Campus Correct.
Evaluation :
 Vorbereitung (Aufgabe wird vorab per Mail zugestellt)
 aktive Mitarbeit
77
Chinese Language – Beginner course
(module LL)
Titulaire : Changhong JIANG
Langue principale du cours : Chinois
Autre langue : Anglais
ECTS : 4
UE : 60
Objectifs :
This beginner course is aimed to introduce students to the Chinese language
and culture. Students will develop basic Chinese language communication
skills (i.e., speaking, listening, reading and writing). Upon completion of this
beginner Chinese language course of one semester, students should be able
to:
 communicate fluently in Chinese about everyday topics, such as food,
time, dates, numbers, travel, etc. );
 understand the Chinese phonetic system;
 employ approximately 200 Chinese words correctly;
 use basic Chinese sentence structure
 understand the grammar system; and
 recognise basic Chinese cultural situations;
Descriptif :
This basic Chinese language course allows students to develop their
speaking, listening, reading and writing skills in Chinese. It teaches students
how to pronounce consonants, vowels, tones and Pinyin, which generally are
combined with those three basic parts. At the same time, students will acquire
basic vocabulary and everyday expressions and they will become familiar with
the Chinese grammar system and basic grammar rules necessary to using the
language effectively. In addition to acquiring language, students will learn
about Chinese traditions and typical Chinese culture, which are essential to
appropriate communication.
Bibliographie :
成功之路（入门篇），北京语言大学出版社，张辉、 邱军等，2008
成功之路（起步篇），北京语言大学出版社，杨楠、邱军等，2008
Evaluation :
Class participation and class performance (20%): You are expected to attend
class and to participate in classroom activities, which will count for 20% of your
grade for the course. If more than 10 classes are missed, you will not be
allowed to take part in the final exam.
Homework and dictation of words (30%): There will be one dictation per
month, and one assignment per week which will constitute 20% of your grade.
Homework should be typed or handwritten clearly, and should be submitted
by the due date. No extensions are granted.
You are encouraged to finish your homework with your classmates or Chinese
friends; however, cheating and ghostwriting are NOT allowed.
Final examination (50%): A closed-book, cumulative final examination will
constitute 40% of your grade, and an oral examination will constitute 10% of
your final grade. There will not be any makeup examination.
78
Appendices*
* These appendices are all available on Moodle.
79
1. 1. Grading system
Indicative Grade Descriptors
The University uses a 20 point grading scale, which will be familiar to students with a
previous experience of the Belgian, French or Luxembourgish educational systems. For those
unfamiliar with the system, the grade descriptors below are intended to provide an unofficial guide.
18-20
Excellent
Demonstrates a thorough and systematic knowledge of course content, together with
evidence of extensive outside reading and research. The answer is exceptionally well-argued,
demonstrating an outstanding level of critical judgment, originality of thought, and methodological
rigour.
16-17,9
Très bien
Demonstrates a comprehensive knowledge of course content, together with evidence of
significant outside reading and research. The answer is uniformly well-argued, displaying a very
good exercise of critical judgment, clear elements of originality, and methodological rigour.
14-15,9
Bien
Demonstrates a very good knowledge of course content, together with satisfactory
evidence of further reading. The answer is generally well-argued, displaying a good level of critical
judgment and some evidence of originality. Methodology is generally sound.
12-13,9
Assez bien
Demonstrates a good knowledge of course content, though with only limited evidence of
further reading. Reasonably well-argued, though a largely descriptive or narrative answer which
shows only limited critical judgment or analytical development. Methodological application is
basically sound, but with minor errors.
10-11,9
Passable
Demonstrates an adequate knowledge of course content, though with limited or no further
reading. A largely descriptive or narrative answer which, while factually accurate, does not clearly
display an exercise of independent critical judgment. Overall development of the argument is
uneven. Methodological application is inconsistent, but without fundamental flaws.
0-9,9
Insuffisant
Significant errors, misunderstandings or omissions as regards course content, with no
evidence of further reading. Core arguments are inadequately structured, with no demonstration of
independent thought or exercise of critical judgment. No treatment of complex issues. Inadequate
referencing and poor use of source materials. Poor methodology.
80
1. 2. Equivalence of grades
81