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Analysing ELT in the European Arena: Multilingual Practices

  • Gudrun Ziegler
  • Natalia Durus
  • Olcay Sert
  • Neiloufar 
Part of the International Perspectives on English Language Teaching book series (INPELT)

Abstract

This chapter investigates how students of different nationalities manage language and multimodal resources in an English Language Teaching (ELT) classroom. The students are 13–14 years of age, and attend the European School of Luxembourg, an international place of education. The European School of Luxembourg primarily enrols children of parents working in European institutions, but also accepts other European and non-European children whose parents work in Luxembourg. European schools’ principles are based on the European Union’s perspective on education, which values the home country, the home language, and the languages of the European region (Ziegler et al. 2013) – this is in line with the European Union motto: ‘United in diversity’. According to these principles, the European School is a multilingual place of education in a unique social-geographical space that empowers individual plurilingual practices (Ziegler 2011). It is worth nothing that Luxembourg has three official languages (Luxembourgish, German, and French), and 44.5 per cent of the population is of other nationalities besides Luxembourgish (Statec 2013). The findings of this chapter reveal how multiple languages can coexist in an ELT classroom situated in a European international space.

Keywords

Target Language Word Search English Language Teaching Iconic Gesture Interactional Organisation 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Notes

  1. 1.
    Our translation: ‘parlé’: talk, conversation; ‘graphique’: graphic, written.Google Scholar
  2. 2.
    ‘Il arrive qu’une recherché lexicale serve non pas à trouver le mot qui convient, celui qu’on va inscrire, mais à marquer une place dans une structure en cours de construction.’Google Scholar
  3. 3.
    Audio files of Extracts 2, 3 and 4 can be accessed at http://dica-lab.org/. Extract 2 was first published in Ziegler et al. (2013).

Further reading

  1. Zarate, G., Lévy, D., and Kramsch, C. (eds). (2011). Handbook of Multilingualism and Multiculturalism. Paris: Editions des archives contemporaines.Google Scholar
  2. Talking about the theory of language education is not a simple task and it requires intense discussion across languages and across research fields. This publication does just that. The book contains 90 researchers from 68 institutions talking about multicultural and multilingual issues.Google Scholar
  3. Ziegler, G., Sert, O., and Durus, N. (2012). Student-initiated use of multilingual resources in English-language classroom interaction: Next-turn management. Classroom Discourse, 3(2): 187–204.CrossRefGoogle Scholar
  4. Understanding the situated nature of language learning in the international sphere requires detailed analysis. The article brings a fine-grained analysis of the English classroom in trilingual Luxembourg by illustrating with empirical data some of the options teachers have in dealing with multilingual resources.Google Scholar

Copyright information

© Gudrun Ziegler, Natalia Durus, Olcay Sert, and Neiloufar Family 2015

Authors and Affiliations

  • Gudrun Ziegler
  • Natalia Durus
  • Olcay Sert
  • Neiloufar 

There are no affiliations available

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