Introduction à l'ethnographie 20 3 Research Approaches 12 ...€¦ · what it means to be "doing ethnography" themselves. Through various in- and out-of-class exercises, and the

Master in Learning and Communicationin Multilingual and Multicultural Contexts

Version: 17 January 2020 Seite 1 von 65

Semester 1

Vorlesung(UE)

Übung(UE)

ECTS

Research Approaches 12

Introduction à l'ethnographie 20 3

Introducing Multilingualism: a Social Approach 20 3

Intercultural Competence and Intercultural Communication 20 3

Plurilingualism in Education: An introduction into new researchdevelopments

20 3

Language and Education 5

Ecriture créative et apprentissage d'une langue seconde (Optional) 15 2

Promoting Childhood Bilingualism at Home and at School (Optional) 20 3

Lernen ohne Grenzen (Optional) 20 3

Organizational discourse and Business Communication 5

Terminology in the UE (Optional) 20 3

Interkulturelle Kommunikation in beruflichen Kontexten (Optional) 20 3

Multilingualism in the Service Economy (Optional) 15 2

Globalization, Digital Media and Migration 5

Participation, Learning & Technology (Optional) 15 3

Language and Identity: an Introduction to Luxembourg'sSociolinguistic Situation (Optional)

20 3

Digital Diasporas: Migration, Multilingual Communities and the Media(Optional)

15 2

Languages 3

Trilingual Presentation skills (Optional) 20 3

Français général - niveau A1.1 (Optional) 28 3



Vorlesung(UE)

Übung(UE)

ECTS

We are all Publishers (Optional) 15 3

Allgemeines Deutsch für Anfänger - A1.1 (Optional) 28 3

Semester 2

Vorlesung(UE)

Übung(UE)

ECTS

Research Approches - Advanced I 12

Poster Session 9 3

Creating and Analysing Visual Data 20 3

Construire et analyser des données verbales 20 3

Studying and Teaching in Multilingual Universities 20 3

Module Interdisciplinaire - Advanced I 15

Basiskonzepte: Sprache, Kultur und Identität (Optional) 20 3

Littérature de jeunesse et multilinguisme (Optional) 15 2

Intercultural and International Education (Optional) 20 3

StudyVisit (Optional) 10 5

Critical Perspectives on Health (Optional) 20 20

Socialisation languagière en L2 (Optional) 15 2

Translation and Terminology (Optional) 16 2

Intercultural Management: from Theory to Practice (Optional) 15 2

Interactions within Socio-Digital Activity Systems (Optional) 20 3

Perspective Cultural Heritage and Politics of Memory (Optional) 4 3

The Mechanics of Discrimination: Discourse Analysis and DigitalCommunication (Optional)

15 2

Religion, Language and Media (Optional) 20 3



Vorlesung(UE)

Übung(UE)

ECTS

Languages - Advanced I 3

Français général A1.2 (Optional) 28 3

Academic writing workshop 40 3

Bilingual writing support group - French/German (Optional) 21 3

Deutsch für Anfänger - A1.2 (Optional) 28 3

Peer tutoring - Master students (Optional) 24 5

Semester 3

Vorlesung(UE)

Übung(UE)

ECTS

Research Approches - Advanced II 13

International Research Symposium 5

Présentation de stage (Optional) 1 0

Master Class I - Designing and Building your Master Thesis 20 5

Portfolio 5 5

Module Interdisciplinaire - Advanced II 15

Mehrsprachige und mehrkulturelle Identitäten im Fokus (Optional) 20 3

Identität und Plurilingualität in Sprachbiographien and Möglichkeitenihrer Erforschung (Optional)

20 3

Communication interculturelle et intersubjectivité (Optional) 15 2

Discovery Internship (Optional) 10 5

Marketing and Global Communication Development (Optional) 15 3

Kommunikation und Handlungskompetenz im Kontext von Arbeit undMigration (Optional)

15 2

Researching Interactions with Digital Media (Optional) 20 3



Vorlesung(UE)

Übung(UE)

ECTS

Mondialisation, représentations et pratiques des langues (Optional) 15 2

Linguistic Diversity and Social Justice (Optional) 20 3

Languages - Advanced II 2

The Fundamentals of Translation (Optional) 15 2

Atelier d'écriture journalistique (Optional) 15 2

Semester 4

Vorlesung(UE)

Übung(UE)

ECTS

Research approaches - Master Thesis 20

Master Thesis 20

Research Approaches 6

Symposium (Optional) 14 3

Master Class II (Optional) 12 4

Research internship (Optional) 15 4



Semester 1

Introduction à l'ethnographie

Modul: Research Approaches (Semester 1)

ECTS: 3

Objektiv: 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'approcheethnographique• identifier le potentiel et les limites d'une approche ethnographique pour construire desdonnées.

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 ethnographicapproach• distinguish the potential and limitation of ethnographic research from other modes of producingdata and knowledge

Beschreibung: Ce séminaire constitue une introduction à la théorie et à la pratique de l'ethnographie, uneméthode de recherche qualitative utilisée dans les sciences sociales et les sciences dulangage pour construire des données et conduire des analyses dans le champ social. Une descaractéristiques de cette approche est qu'elle engage généralement le chercheur à s'impliquersur un « terrain ». L'objectif du cours est double. D'une part, il s'agit d'inviter les étudiantsà se poser des questions d'ordre épistémologique, méthodologique et pratique par rapport àl'ethnographie. Dans ce contexte, plusieurs traditions et manières de « faire de l'ethnographie »seront passées en revue, discutées et resituées dans leur contexte historique. Différentestechniques de terrain seront présentées et évaluées (prise de note, vidéographie, observation,participante, etc.). Des questions éthiques liées au travail avec et sur autrui seront égalementdiscutées.

Un second objectif du cours est de permettre aux étudiant-e-s de faire une expérience deterrain. À travers différentes sortes d'exercices en classe et à l'extérieur, les étudiant-e-s serontamenés progressivement à initier un projet pilote ce qui leur permettra d'expérimenter pour eux-mêmes ce que réaliser une enquête ethnographique signifie. Ils/elles pourront tester pour eux-mêmes le potentiel et les limites de ce type d'approche pour comprendre le fonctionnement d'ungroupe ou pour adresser une problématique sociale en comparaison avec d'autres approchesméthodologiques. Ils feront également l'expérience de quelques-unes des tensions auxquellesest 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, aqualitative research method used in the social sciences to produce data and conduct socialanalysis. One characteristic of this approach is that it usually involves close involvement andimmersion of the researcher in the universe under study. In that context, the goals of thecourse will be two-fold. The first objective will be to introduce students to key epistemological,methodological and practical issues in ethnography. Various traditions of 'doing ethnography' willbe reviewed, discussed and placed in their historical context, field techniques will be presentedand evaluated (fieldnotes, videography, participant observation, etc.), ethical questions will beaddressed as well as issues connected with writing up, analysing and presenting ethnographicdata and analyses. The second objective of the course will be to invite students to experiencewhat it means to be "doing ethnography" themselves. Through various in- and out-of-classexercises, and the carrying out of a "pilot ethnography", students will learn first-hand what itmeans to enter a field and engage with a community of practice of their choice; they will be ableto test for themselves the potential and limitations of understanding social issues on the basisof observation as opposed to other forms of data construction; they will experiment some of thetensions that might arise when attempting to produce 'valid data' while managing simultaneouslyinteractions in the field. The course will be in a bilingual mode French/English (French dominant)

Modalitäten: Cours OBLIGATOIRE - 3 ECTS // 20 UELangues d'enseignement : Français / Anglais

Sprache: Français, Anglais

Pflichtkurs: Oui

Evaluation: Active participation in seminar discussions, close reading of the assigned texts andaccomplishment of the various tasks proposed are required. In addition, each participant in theseminar will be expected to conduct a pilot field study. For this study, the students will identify asocial 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 workproject.

Remark: Selected Bibliography

• Agar, M. H. (1996). The professional stranger: an informal introduction to ethnography. SanDiego: 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 onthe Warm Springs Indian Reservation. Illinois : Waveland Press.

• Wacquant, Loïc. [2000] 2004. Body and Soul: Notebooks of an Apprentice Boxer. New York:Oxford University Press.

Professor: DE SAINT-GEORGES Ingrid

Introducing Multilingualism: a Social Approach




ECTS: 3

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

• what the links between language and identity are• what the chances and pitfalls of revitalizing a language are• how societies attempt – and sometimes fail – to manage the multilingualism in their midst• how multilingual systems of education can best be organized, and how mother tongue and

heritage education programmes sometimes lack the necessary flexibility• how policy and media discourses frequently aim to impose homogeneity and monoglossia

upon societal diversity and heterogeneity.

Beschreibung: The course takes a social and critical approach to multilingualism. It will help students tounderstand basic assumptions of contemporary sociolinguistics, including language as a socialconstruct, language change and language variation, the construction and negotiation of identity,the differences between individual and societal multilingualism. Further key issues includelanguage policy in multicultural contexts, as well as the relationship between multilingualism,migration and education.The course provides an introduction to the key social issues in the study of multilingualism. At thesame time, the aim is to change the way many people think about these topics, and to questiondeeply held assumptions about language and multilingualism (what sociolinguists and linguisticanthropologists refer to as our 'language ideologies').

Sprache: Anglais

Pflichtkurs: Oui

Evaluation: Continuous assessment (100%): essay (incl. presentation/discussion)


Essential textbook:

• Kristine Horner & Jean-Jacques Weber. Introducing Multilingualism: A Social Approach, 2ndedition (Routledge, 2017)

Additional Recommended Reading:

• A. Blackledge & A. Creese. Multilingualism: A Critical Perspective (Continuum, 2010)M. Martin-Jones et al. The Routledge Handbook of Multilingualism (Routledge, 2012)J.-J. Weber. Flexible Multilingual Education: Putting Children's Needs First (MultilingualMatters, 2014)

Professor: HORNER Kristine

Intercultural Competence and Intercultural Communication


ECTS: 3

Objektiv: The objectives are to develop in students:



• a critical understanding of the nature of intercultural competence (IC) and interculturalcommunication (ICC)• knowledge of relevant theory and models of IC and ICC• knowledge of and ability to operate approaches to analysis of instances of ICC• an ability to reflect on their own IC and their experiences of ICC• an ability to critically analyse research on IC and ICC

Beschreibung: It is a commonplace that globalisation has changed economic relations and created a globalmarketplace. It is also commonly asserted that globalisation has contracted time and space suchthat, in communication terms already and perhaps soon in terms of physical mobility, there areno frontiers. If true this means that, whether virtually or in their physical environment, peopleno longer meet others only of their own communities and environments, but also others fromcommunities until now considered 'foreign' or 'other' and 'distant'.

In this environment, communication and interaction have to change in their nature and perhaps intheir purpose. 'Intercultural dialogue' and 'living together as equals in dignity', to cite the title andsubtitle of the Council of Europe's policy White Paper are crucial for peaceful and harmoniousintercultural/inter-ethnic/inter-community relations and successful societal life.

Such ambitious statements rest on the supposition that people can acquire 'interculturalcompetence', a capacity beyond what they need for harmonious living within their owncommunities. This competence is necessary within those societies – the vast majority – whichare plural in their social composition, with many different groups of many different kinds livingtogether in a single polity. It is also the necessary basis for interaction across the frontiers ofstates with their different national cultures and languages. The analysis of intercultural competence and of intercultural communication as a process amongpeople of different origins and backgrounds is not new but it is becoming increasingly importantin at least two ways. First it is important to analyse and understand the phenomenon in itself,and 'intercultural communication studies' is a burgeoning interdisciplinary field of study. Secondit is important to apply the analysis to support the promotion and development of interculturalcompetence so that intercultural communication is successful and itself facilitates the creationof harmonious social and economic relations within and across societies.

Sprache: Anglais

Pflichtkurs: Oui

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


• Byram, M. (2011) Conceptualizing intercultural (communicative) competence andintercultural citizenship. In: J. Jackson (ed.) The Routledge Handbook of Language andIntercultural Communication London: Routledge pp. 85-97

• Byram, M. 1997 Teaching and assessing intercultural communicative competence.Clevedon: Multilingual Matters

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



• Perry, L.B. & Southwell, L. (2011): Developing intercultural understanding and skills: modelsand approaches, Intercultural Education, 22:6, 453-

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

Professor: BYRAM Michael

Plurilingualism in Education: An introduction into new research developments


ECTS: 3

Objektiv: The aim of this course is to get a clearer understanding about the developments in the researchdomain of plurilingual education, and especially to gain insight about which steps towards anintegrative and identity-oriented language education have been achieved.

Beschreibung: In a first part of the course, the focus lies on the concept of identity, and the way it relates tolanguage and language learning. We will then discuss other influential concepts, such as theconcept of plurilingualism itself (in contrast to multilingualism), the idea of language repertoiresand of translanguaging. These concepts have played a major role in redesigning languagelearning and language education towards an integrative view that takes the individual learnerand his/her linguistic biography and identity into account. In a second part we will concentrate onsome equally influential pedagogical and curricular developments, and will also take a closer lookto existing empirical research that focuses on the learners' whole language repertoires (includingheritage languages, languages of schooling and foreign languages). This research sheds lighton the learners' and teachers' perceptions of plurilingualism, and investigates in how far thelanguage repertoires are taken into account within the classroom. The language of the coursewill mainly be English, but the texts for this seminar will be in English, German and French. It isforeseen to also include French and German into the discussion of the texts.

Sprache: Anglais, Allemand, Français

Pflichtkurs: Oui

Evaluation: The participants should attend the course on a regular basis, be well prepared and participateactively in the seminar discussions. They should actively prepare a presentation of one topic,including a Powerpoint presentation or a handout.


Introductory texts:

• Cenoz, J. 2015. Multilingual education: between language learning and translanguaging.Cambridge: Applied Linguistics.

• Council of Europe 2007. From Linguistic Diversity to Plurilingual Education. Guide for theDevelopment for Language Education Policies in Europe. Strasbourg: Council of Europe.

• Cummins, J. 2016. L'éducation bilingue: perspectives internationales sur la recherche et lespolitiques linguistiques éducatives. In C. Hélot & J. Erfurt (edd.), L'éducation bilingue enFrance. Politiques linguistiques, modèles, pratiques. Paris : Les Editions Lambert-Lucas,529-544.

• Garcia, O. & Li Wei 2014. Translanguaging: Language, Bilingualism and Education. PalgraveMacmillan



• Hu, A. 2013. On regarde une langue à travers l'autre". Mehrsprachigkeit als Wert undHerausforderung. Jahrbuch Deutsch als Fremdsprache. Intercultural German Studies. Vol.38, München: Iudicium, 15-29

• Hu, A. 2014. Languages and Identities. In C. Fäcke (ed.), Manual of Language Acquisition.Berlin et al, De Gruyter Mouton, 87-102

Professor: HU Adelheid

Ecriture créative et apprentissage d'une langue seconde

Modul: Language and Education (Semester 1)

ECTS: 2

Objektiv: A la fin du cours les étudiants seront capables de:

• Connaitre les principales théories d'apprentissage des langues secondes notamment cellesdéveloppées par Jim Cummins

• Explorer des pratiques multilingues et multimodales comme ressources dans l'apprentissagedes langues secondes

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

• Mener une réflexion critique autour des questions liées à l'apprentissage des languessecondes (notamment le lien entre langue et identité)

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


Pflichtkurs: Non

Evaluation: Une participation active aux discussions du séminaire, une lecture attentive des textes assignéset l'accomplissement des différentes tâches proposées seront attendus. L'évaluation sera baséesur une dissertation de 2500 mots sur le sujet couvert dans le cours. Les étudiants pourrontécrire en français ou en anglais.----------------------------------------------------Active participation in seminar discussions, close reading of the assigned texts andaccomplishment of the various tasks proposed are required.



Assessment will be based on a 2500 words essay on the topic covered in the course. Studentscan write in French or English.


?

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

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

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

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

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

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

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

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

• Kádas Pickel, T. (2014) "Je suis qui je suis / Meet the other side of me" Littératie multilingueet multimodale,

Professor: PICKEL Timea

Promoting Childhood Bilingualism at Home and at School


ECTS: 3

Objektiv: 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.

Beschreibung: We will begin this course with various theories of bilingual first and second language acquisitionwith a particular focus on sociocultural perspectives. We will examine productive learningcontexts and ways in which children use and learn several languages. Translanguaging will beof particular importance.

We will also delve into bilingualism and try to understand why bilingualism can be an advantagefor some children and a disadvantage for others.



Furthermore, we will examine studies on children's language(s) and literacy practices in homeand community settings and explore the extent to which these experiences mesh with those atschool. Finally, drawing on some research projects, we will investigate the ways in which childrenare encouraged or discouraged to use and learn languages in formal and informal educationalsettings in Luxembourg.

Sprache: Anglais

Pflichtkurs: Non

Evaluation: You will be assessed through a 3,000 word essay on a topic related to the topics covered in thecourse. You can write in pairs or alone and in English, French or German.


• Alexander, R. (2012) Improving oracy and classroom talk in English schools: achievementsand challenges. DFE seminar on Oracy, the National Curriculum and Educational Standards,London, 20 February.

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

• Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for researchand pedagogy. Applied Linguistics Review, ed. by Li Wei, 2: 1–28.

• Creese, A. and Blackledge, A. (2010) Translanguaging in the Bilingual Classroom: APedagogy for Learning and Teaching? The Modern Language Journal 94 (1): 103–115

• Cummins, J (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire.Clevedon, UK: Multilingual Matters.

• Cummins, J. (2006) Identity texts: The imaginative construction of self through multiliteraciespedagogy. In Imagining multilingual schools. Language in education and globalization, ed.by Ofelia García, Tove Skutnabb-Kangas, and Maria E. Torres-Guzmán, 51–68. Clevedon:Multilingual Matters.

• ? García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Malden,MA and Oxford: Basil/Blackwell

• ?García, O. and Li Wei (2014) Translanguaging: Language, Bilingualism and Education.New York: Basingstoke: Palgrave.

• Lantolf, J.P. and Poehner, M. (2008) Introduction to Sociocultural Theory and the Teachingof Second Languages". In Sociocultural Theory and the Teaching of Second Languages, ed.by James P. Lantolf, and Matthew E. Poehner, 1–33. London: Equinox.

• Lewis, G., Jones, B. and Baker, C. (2012). Translanguaging: developing its conceptualizationand contextualization. Educational Research and Evaluation: An International Journal onTheory and Practice 18 (7): 655–670.

• Kelly, C. (2010) Hidden Worlds: young children learning literacy in multicultural contexts.Stoke on Trent : Trentham books

• 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. Stoke-on-Trent:Trentham Books.

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



• Kirsch, C. (2017) Young Children Capitalising on their entire Language Repertoirefor Language Learning at School. Language, Culture and Curriculum. doi:10.1080/07908318.2017.1304954

• Kirsch, C. 2018. Dynamic interplay of language policy, beliefs and pedagogy in a nurseryclass in Luxembourg. Language and Education 32. 444-461

• Neumann, S. (2015) Lost in Translanguaging? Practices of language promotion inLuxemburgish early childhood education. Global Education Review 2 (1): 23–39.

• Otheguy, R., García, O. and Reid, W. (2015). Clarifying translanguaging and deconstructingnamed languages: A perspective from linguistics. Applied Linguistics Review 6 (3): 281–307.

Professor: KIRSCH Claudine

Lernen ohne Grenzen


ECTS: 3

Objektiv: Der Kurs soll Studierende befähigen:

• den Begriff der "Grenze" (aus sprachlicher, territorialer, kognitiver, emotional/identitärer undcurricularer Sicht) kritisch zu reflektieren;

• bestimmte Grenzziehungen als sozial konstruiert zu erkennen und zu erklären;• die Bedeutung von Grenzen als eine Gegebenheit, Notwendigkeit, Hürde oder Hindernis für

Lernen zu ergründen;• Grenzziehungsprozesse und ihre Wirkung auf Lernen zu untersuchen, mit besonderem Blick

auf Wissenserwerb, soziale Identifikation und Kriterien von (Leistungs-)evaluationThe 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 criteriaunderpinning processes of evaluation).??

Beschreibung: Im Kurs werden wir:• Grenzerfahrungen und Grenzziehungsprozesse vor dem Hintergrund theoretischer Texteund empirischer Fallstudien aus mehrsprachigen Lehr- und Lernkontexten untersuchen;• mehrsprachiges Lernen im deutschen Grundschulkontext, vor allem anhand eines deutsch-italienischen bilingualen Projektes näher betrachten• eine beachtliche Breite verschiedener empirischer Daten ansehen, und• Methodische Fragen, v.a. im Bereich der life history research diskutierenIn the course we will do the following:• examine bordering processes drawing on theoretical key readings and case studies frommultilingual educational contexts;• focus particularly on bilingual primary education in Germany (a German-Italian two-wayimmersion programme)



• analyse a wide range of qualitative data exploring the emergence, interplay and negotiationof boundaries of various kinds; and• reflect on methodological issues around life history as a research method.

Modalitäten: Module Language and Education - 6 ECTS obligatoireCours optionnel - 3 ECTS // 20 UELangues d'enseignement : Allemand, Anglais, Français

Sprache: Allemand, Anglais, Français

Pflichtkurs: Non

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).

Remark: Selected Bibliography• 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 fourlanguages)

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

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

Professor: BUDACH Gabriele

Terminology in the UE

Modul: Organizational discourse and Business Communication (Semester 1)

ECTS: 3

Objektiv: • Multilingualism in the EU• Terminology in the EU legislation and environment• Linguistic tools in the EP, terminology search in the web and social media• Terminology theory• Terminology automation, term extraction and research• IATE and terminology• Legal terminology (experience in the EP and the Court of Justice of the EU)• Institutional concepts in the EU member states

Beschreibung: • learn what multilingualism in the EU environment really means and how many aspects of lifeand work it affects

• learn about the importance and place of translation and terminology work in the EUinstitutions and how it is organised

• get acknowledged with the importance of terminology work in a multilingual legislativeenvironment, be introduced into the basic concepts of terminology and into the technical andtranslation-related aspects of terminology

• learn about terminology databases and IATE as the EU terminology database in particular• get to know the specifics of legal terminology and legal translation from the perspective of a

legislator (EP) and the jurisprudence (Court of Justice)



• learn how country-specific institutional concepts are reflected through terminology work andare reflected in particular translations

Sprache: Anglais, Français

Pflichtkurs: Non

Evaluation: The final evaluation is a test with combined multiple-choice questions and essay questions, setby the different lecturers in the course. In order to succeed, the students will have to choose andcomplete a minimum of four (4) assignments (i.e. given by 4 different lecturers)

Professor: MASLIAS Rodolfo

Interkulturelle Kommunikation in beruflichen Kontexten


ECTS: 3

Objektiv: In diesem Kurs lernen die Studierenden:

• Verschiedene Forschungsansätze zu interkultureller Kommunikation kennen• Die Rolle der Sprache in interkulturellen Settings zu reflektieren mit Hilfe der Konzepte

"Linguistic awareness of cultures " und "Kulturreflexivität"• Das Modell " Linguistic awareness of cultures " kennen• Analyse - und Reflexionstools für interkulturelle Interaktionssituationen• Handlungsstrategien für interkulturelle Interaktionssituationen entwickeln

Beschreibung: In diesem interdisciplinär angelegten Kurs sollen Theorien zur interkulturellen Kommunikationin beruflichen Kontexten und deren praktische Anwendung erkundet werden.Insbesondere wird es darum gehen, die Herausforderungen interkultureller Interaktion inWirtschaft, Verwaltung und Bildung näher zu beleuchten. Auf der Basis von Ansätzen ausder Linguistik, Psychologie und Pädagogik werden die Teilnehmenden verschiedene Methodenkennen lernen, mittels derer interkulturelle Interaktion analysiert, reflektiert und verstandenwerden kann.Das Seminar ist interaktiv angelegt, das heisst, dass die Teilnehmenden interkulturelleInteraktion in verschiedenen Übungen selbst erzeugen bzw. erkunden werden, um in einemweiteren Schritt Analysetools zu erarbeiten. Hierfür werden Filme, Critical Incidents bzw. CaseStudies und Simulationen eingesetzt.

Sprache: Allemand, Anglais

Pflichtkurs: Non

Evaluation: Gruppenarbeit, Analyse eines selbst erhobenen Fallbeispiels (empirische Erhebung von CriticalIncidents)


• Bolten, Jürgen. Interkulturelle Wirtschaftskommunikation. Vandenhoeck & Ruprecht, 2015.• Hennig, Eva-Maria, Zur Arbeit mit Critical Incidents im Rahmen von interkulturellen Trainings

an Hochschulen, in : Adelheid Schumann, [Hrsg.] : Interkulturelle Kommunikation in der



Hochschule - Zur Integration internationaler Studierender und Förderung InterkulturellerKompetenz, Bielefeld: Transcript Verlag.

• Holliday, Adrian et al., Intercultural Communication, London, Routledge 2010.• (Inter-)Kulturalität neu denken! Interculture Journal, Sonderausgabe : Bd. 15, Nr. 26 (2016)

Professor: HILLER Gundula

Multilingualism in the Service Economy


ECTS: 2

Objektiv: • familiarize yourself with research that investigates the nexus between language, work andthe neoliberal economy from theoretical and em-pirical perspectives

• raise awareness and a critical understanding for the ways language shapes social, politicaland cultural relations and the consequences this entails

• critically reflect on the experiences of workers in the service econo-my• know how research on multilingualism in the service economy can be conducted

Beschreibung: This seminar will explore the relationship between language work and the neoliberal economyand analyze the rhetoric that accompanies this relation-ship. In the past three decades,neoliberalism has emerged as a largely un-challenged paradigm in the organization andeconomic structuring of socie-ties around the globe. Affecting such diverse fields as thenation state, labor politics, tourism, healthcare or higher education, this has also implicationson linguistic practice, language work and the ways, speakers and hearers are subjected toneoliberal logics of market expansion and capital gain, valuing or devaluing their communicativeresources and -conduct. In regarding lan-guage work as linked to the rise of neoliberal ideologies,this seminar exam-ines key sites that highlight this relationship from a sociolinguistic perspective.In particular these include language management and the organization of multilingual work inthe service economy, language teaching and learning as well as different expressions of tourismand –mobility within an intensified globalization. We will look at these sites through variousanalytical lenses such as the study of language ideologies, language policy, the commodifica-tion of languages and speakers, and governmentality. Students will also take part in the analysisof written- and audio data of an ongoing research project that traces the mobility of universitystudents of Russian in India, aspiring to become interpreters within the country's growing medicaltourism industry.

Sprache: Anglais

Pflichtkurs: Non

Evaluation: • A handout on an assigned reading (group work)• Field notes and reflection paper (individual work)


• Duchêne, A. and M. Heller (Eds.) (2012). Language in late capitalism. London and New York:Routledge.

• Duchêne, A., Moyer, M. and C. Roberts (Eds.) (2013). Language, migration and socialinequalities: a critical sociolinguistic perspective on institutions and work. Clevedon:Multilingual Matters.



• Goldstein, T. (1997). Two languages at work: Bilingual life on the production floor. Berlin andNew York: De Gruyter Mouton.

• Holborow, M. (2015). Language and neoliberalism. London and New York: Routledge.

Professor: LORENTE Beatriz

Participation, Learning & Technology

Modul: Globalization, Digital Media and Migration (Semester 1)

ECTS: 3

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

Beschreibung: The course will be organised as a workshop-type event where lectures, discussions, activitiesand hands-on project work will intertwine. The aim is to familiarise the students with questionsand issues related to the study of participation and learning in a technology-rich world. Theperspective of mediated discourse and nexus analysis will be introduced as a theoreticaland methodological lense in studying the complexity of the field. Such a perspective involvesan examination of the interactional relationships between participants, the social actors' pastexperiences and accustomed practices as well as the discourses circulating in place. Differentvariations of doing research with this approach are discussed. During the work, also some corereadings are utilised.The course language is English but written assignments may also be produced in French.

Sprache: Français

Pflichtkurs: Non

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


• Scollon, R. (2001a). Action and text: Towards an integrated understanding of the place oftext in social (inter)action, mediated discourse analysis and the problem of social action. In R.Wodak, & M. Meyer (Eds.), Methods of Critical Discourse Analysis (pp. 139–183). London:Sage.

• Scollon, R., & Scollon, S. W. (2004). Nexus analysis: Discourse and the emerging Internet.London: Routledge. Fieldguide in the Appendix.

• Scollon, S. W., & de Saint-Georges, I. (2012). Mediated discourse analysis. In J. P. Gee &M. Handford (Eds.), The Routledge Handbook of Discourse Analysis (pp. 66–78). London:Routledge.

Professor: KUURE Leena



Language and Identity: an Introduction to Luxembourg's Sociolinguistic Situation


ECTS: 3

Beschreibung: This module will provide an introduction to Luxembourg's sociolinguistic situation and will setin relation different sociolinguistic concepts with Luxembourg's multilingual and multiculturalsociety. The various concepts will be introduced by looking at their theoretical framework andexemplified by a selection of case studies. On the one hand, the use of case studies will providean insight into the practical application of theoretical concepts; on the other hand the empiricalmethodologies used to collect the date for these studies will be looked at and presented in thismodule.The classes will be split into in a lecture where the different topics will be introduced and aseminar where readings and different case studies will be discussed. As part of the course,every student is required to run their own small scale research project – in the seminars, theseprojects, as well as the research findings will be presented to the group.

Sprache: Anglais, Français, Allemand

Pflichtkurs: Non

Evaluation: • Presentation: 30%• Essay: 70%


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

Professor: WAGNER Mélanie

Digital Diasporas: Migration, Multilingual Communities and the Media


ECTS: 2

Objektiv: In this class, we will explore the complex connections that exist between migration movements,linguistic diversity, and mediated communication. In particular, we will consider diasporiccommunities and how they constitute themselves in and through digital linguistic practice.

Beschreibung: In late-modern contexts of the 21st century, migrant communities are no longer stable andrelatively homogenous groups by default. Instead, we witness migration movements that areincreasingly nonlinear and unpredictable, and diasporic communities that are heterogeneousand subject to fluctuation. At the same time, mediated communication has become afundamental form of expression, interaction and identity formation for diasporic individuals.As a consequence, we need to reconsider established knowledge about language use andsociolinguistic patterns in such diasporic communities.



Our class will describe and analyze such digital diasporas and their sociolinguistic implications,both on the theoretical and the empirical level. We will familiarize ourselves with existing theoriesand recent research on the topic through four focal points:

1. Language and migration ;2. Mediated communication and digital linguistic practice;3. Language as a mobile resource ;4. Language, place and spaceWe will then apply this knowledge to real-life settings and empirical data. Thus students willdesign and conduct their own, small-scale case study on a specific digital diasporic communityof their choice. By gathering data and applying the linguistic and sociocultural concepts outlinedabove, we will line up a tableau of different digital diasporas with specific settings and linguisticpatterns. These will be presented and discussed in class, where we will also reflect onmethodological insights and challenges.

Sprache: Anglais, Allemand

Pflichtkurs: Non

Evaluation: Design of a case study, presentation in class.

Remark: Selected Bibliography• Androutsopoulos, Jannis and Kasper Juffermans (eds.). 2014. Digital language practices in

superdiversity. Special volume of Discourse, Context & Media 1(4/5): 1-120.• Androutsopoulos, Jannis. 2006. Multilingualism, diaspora, and the Internet: Codes and

identities on German-based diaspora websites. Journal of Sociolinguistics 10(4): 520–547.• Mair, Christian and Pfänder, Stefan. 2013. Using vernacular resources to create digital

spaces: towards a sociolinguistics of diasporic web forums. In Peter Auer, et al. (eds.) Spacein language and linguistics: geographical, interactional, and cognitive perspectives, 529-555.Berlin/New York: de Gruyter.

• Piller, Ingrid.2016. Introduction. In Piller, Ingrid (ed.) Language and migration. Criticalconcepts in Linguistics. London: Routledge.

Professor: HEYD Theresa

Trilingual Presentation skills

Modul: Languages (Semester 1)

ECTS: 3

Objektiv: Les étudiants peuvent :

• concevoir une présentation claire, bien structurée et attrayante appropriée au contexte• recourir à des phrases et à des pauses appropriées pour structurer la présentation• améliorer leurs propres présentations et celles des autres• développer des diapositives simples et efficaces• identifier ce qui les rend nerveux et trouver des moyens pour faire face à leur nervosité

Students can :• construct a clear, well-structured, and engaging presentation that is appropriate to the context• use phrases and pausing to structure their presentations



• point out features of their own and peers' presentations that are (in)effective• produce simple, effective slides• identify what makes them nervous when presenting and propose ways of dealing with their

nervesDie Studierenden können:

• eine klare, gut strukturierte und attraktive Präsentation passend zum jeweiligen Kontextgestalten

• Absätze und Pausen gekonnt einsetzen, um ihre Präsentation zu strukturieren• Verbesserungspotential in ihren eigenen Präsentationen und den Präsentationen der

anderen erkennen• einfache und effektive Präsentationsunterlagen gestalten• identifizieren, was sie nervös macht und Wege finden mit ihrer Nervosität umzugehen

Course learningoutcomes:

Les étudiants devront préparer et donner deux présentations, chacune dans une languedifférente parmi les trois langues d'enseignement:

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

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

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

• a complete presentation in the language they feel most confident in (French, English, orGerman)

• a group presentation in a language they feel less confident in; prepared with peer supporta written post-presentation reflection of their two presentations using the analytical frameworkdiscussed in class ***Die Studierenden müssen in zwei der angebotenen Unterrichtssprachen je eine Präsentationengestalten und halten:

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

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

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

Beschreibung: Ce cours offre une base solide dans les techniques de présentation à partir d'une combinaisonde discussions, d'exercices, d'introspection et d'apport de l'enseignant. Les différentes partiesdu cours sont enseignées en français, en anglais ou en allemand avec une aide particulière pourles étudiants qui sont moins à l'aise avec certaines de ces langues.Le cours porte sur les compétences de communication nécessaires pour la présentation et cen'est pas un cours de langue. Nous allons couvrir les points suivants:

• concevoir des présentations compréhensibles et attrayantes• structurer des présentations• s'adresser au public• communiquer efficacement non-verbalement et visuellement



• gérer sa nervosité lors de la prise de parole en publicpréparer des presentations ***This course provides a solid foundation in presentation skills using a combination of discussion,exercises, introspection and teacher input. Different parts of the course are taught in eitherFrench, English or German with support for students who are less familiar with some of theselanguages.The course focuses on the communication skills required for presenting and is not a languagecourse. We will cover the following:

• Creating understandable and engaging presentations• Structuring presentations• Engaging the audience• Effective non-verbal and visual communication• Managing nerves when speaking in public• Preparing presentations

***Dieser Kurs vermittelt eine solide Grundlage zum Thema "Präsentieren". Dabei werdenDiskussionen, Übungen, Introspektion und der Input der Lehrenden miteinander im Unterrichtkombiniert. Verschiedene Teile des Kurses werden in Französisch, Englisch und Deutschpräsentiert, wobei Hilfestellungen für Studierende angeboten werden, die eine dieser Sprachennicht so gut verstehen.Der Kurs hat seinen Fokus auf der Vermittlung von kommunikativen Fähigkeiten, die für dasPräsentieren wichtig sind und ist kein Sprachkurs.Folgende Inhalte werden angeboten:

• Gestaltung verständlicher und anregender Präsentationen• Involvieren des Publikums• Strukturieren von Präsentationen• Einsatz effektiver non-verbaler und visueller Kommunikationsmittel• Umgang mit Nervosität beim Sprechen• Sich auf die Präsentationen vorbereiten

Sprache: Français, Allemand, Anglais

Pflichtkurs: Non

Evaluation: Les étudiants devront préparer et donner deux présentations, chacune dans une languedifférente parmi les trois langues d'enseignement:

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

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

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

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

• a complete presentation in the language they feel most confident in (French, English, orGerman)

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



• a written post-presentation reflection of their two presentations using the analytical frameworkdiscussed in class

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

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

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

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

Professor: LEJOT Eve, HUEMER Birgit, DEROEY Katrien

Français général - niveau A1.1


ECTS: 3

Sprache: Français

Pflichtkurs: Non

Professor: PRINZ Muriel

We are all Publishers


ECTS: 3

Objektiv: To use the latest web & social writing techniques as an added value in ANY of your writingprojects. (branding, blog, vlog, social media, etc.)

• You will learn concretely how to write from a brand or personal stand point integrating all thelatest web & social content writing dynamics.

• You will get as well a comprehensive grasp on how to integrate content writing technics intoa brand/ company or personal tone of voice.

• This course will wrap-up all the major web channels and latest inbound marketing techniquesand dynamics so that you can immediately start producing & publishing content!

• Very concrete, you will use blogging platforms such as WordPress (used during the course)and you will also learn how to integrate Search Engines Optimization (S.E.O.) & SearchEngine Marketing (S.E.M.) to get the best reach out of your content production.

Beschreibung: Based on a unique and concrete approach, this seminar will give you all the tools you need towrite content and spread it across multiple channels! (offline/ online, purely web oriented and/or social media)



Integrating the latest and state-of-the art techniques in branding, inbound marketing, contentwriting and Social Media reach you will be able to build your own blog and start writing, publishingand socializing the content you would have created to get the best reach.

This seminar may be followed by individual & personalized sessions.The seminar as well as the proposed individual personalized sessions will be facilitated by oneactive professional who is a global specialist in branding, marketing and communication, sharingmore than 18 years of working experience.


Pflichtkurs: Non

Evaluation: Based on preparation works asked when coming and attending to the class, on the participationand exchange with your fellow participants during the class and on one final assignment to deliverafter the class, using the concrete tools introduced during the class. (supported by individual &personalized sessions given after the seminar)

Professor: REGNAULT Christophe

Allgemeines Deutsch für Anfänger - A1.1


ECTS: 3


Bytheendofthiscourse,studentsshouldbeableto:

• understandandprovideinformationaboutthemselves and general private matters• understandandgiveinformationabouttheir spare time activities and making appointments• understandandprovideinformationaboutrooms ,apartments and furniture• understandandprovideinformationaboutclothes and fashion and how to buy things• understandandgiveinformationaboutattractions and townsintheGermanspeakingcountries• linguisticactionsintheeverydaylife like telling time, etc.• understandandprovidesimpletexts like e-mails or sms.

Beschreibung: This course starts with basic language skills. The course will be based on the manual DaF-KompaktA1(Hueber)

Communication skills : The students will learn to understand simple written texts andoral communication aboutpresenting yourself, giving personal information, giving informationabout time and seasons,buying things and food, hobbies and sparetime activities, makingappointments, furniture and living, tourist attractions and urban living.

Grammar: articles, verbs(withvowelchange)inthepresent, negation, modalverbs, irregular verbsin the present tense, possessive articles, sentence structure, etc. The course ends with alanguage examination in all four communicative activities on the level A1GER.

Sprache: Allemand

Pflichtkurs: Non



Evaluation: Speaking,listening,writingandreadingskillswillbeevaluatedintaskbasedactive-ties

• Listening:keyinformationfromlisteningtextshastobeunderstood(radio, T V,etc.)• Reading:keyinformationin(oranswerquestionsto)ashortreadingtextshastobefound• Writing:simpletextsaretosummarized and simple text production

Studentswillbeevaluatedontheiractiveparticipationinthecourse,theirregularhomework(whichcanalsobegrammarorvocabularyexercises)andontheirfinaltest(writtenandspoken).

Remark: Prerequisites

none

Bibliography

BirgitBraunet.al.:DaFkompaktA1(DeutschalsFremdsprache)Kurs-undÜbungsbuch+2AudioCDs.Klett.Stuttgart2015.

Professor: CICCHELLI-RÖSSLER Birgit



Semester 2

Poster Session

Modul: Research Approches - Advanced I (Semester 2)

ECTS: 3

Objektiv: By the end of the seminar, the students:

• will have clarified the topic and structure of their Master thesis• will have the skills to make a scientific poster• will be able to give a short presentation of their work in public• will have chosen a supervisor to follow their work

Beschreibung: During the poster session, students will have the opportunity to develop their master thesisproject. They will develop skills in making a scientific poster. They will also give a shortpresentation about the Master project as work-in- progress. There will be two seminars aimingat preparing the poster session. During the poster session itself, other members of the teachingstaff as well as second year students will be invited to give comments and feedback on yourproject. The posters and presentations can be made in any of the languages of the program.

Sprache: Anglais

Pflichtkurs: Oui

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

• overall clarity and coherence of the project• depth of reflexion• methodological soundness• breadth of literature review• inclusion of previous research on the question• quality of presentation


Creating and Analysing Visual Data


ECTS: 3

Objektiv: The course shall enable students to :

• appreciate visual materials (photographs, film, drawings etc.) as research data• critically reflect on the production and interpretation of visual data as a situated, ideologically

embedded process



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

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

• visuelles Material (Fotos, Film, Zeichnungen etc.) als Forschungsdaten wertzuschätzen• kritisch über die Produktion und Interpretation visueller Daten als einer sozialen und

ideologisch situierten Forschungspraxis zu reflektieren• Theorien und Methoden zur Analyse visueller Daten (z.B. Diskursanalyse, Ethnographie,

Inhaltsanalyse usw.) kennenzulernen• die Analyse visuellen Materials anhand von unterschiedlichem Quellenmaterial zu üben• Verfahren der aktiven Konstruktion visuellen Materials zur Generierung empirischer

Forschungsdaten oder der Verbreitung von Forschungsergebnissen (z.B. Photovoice, Film)kennenzulernen

• die Fähigkeit zu entwickeln, visuelle Methoden der Datenerhebung und• analyse in ein Forschungsdesign zu integrieren

Beschreibung: In the course we:

• examine existing literature on visual methods, their analytical focus and key theoretical/ideological assumptions

• discuss case studies and examples of visual data analysis to get a sense of the strengthsand limitations of selected forms of visual analysis

• engage with methods of active visual data construction to understand the underlyingconditions of data production and the implications this generates for visual data analysis.

• train our ability to use a variety of methods for visual data analysis appropriately• build an understanding for the appropriate use of visual methods to produce and analyze

research data in a given research designIm Kurs:

• beschäftigen wir uns mit existenter Literatur zu visuellen Methoden, deren analytischemFokus und theoretischen/ideologischen Annahmen

• diskutieren wir Fallstudien und Beispiele visuellen Datenmaterials um Stärken und Grenzenvisueller Methoden zu erkennen

• beschäftigen wir uns mit Methoden der aktiven Datenkonstruktion, um zu verstehen, welchenBedingungen die Konstruktion von Daten unterliegt und welche Auswirkungen dies für dieerstellten Daten und ihre Analyse hat

• erproben wir unsere Fähigkeit eine Reihe von visuellen Verfahren angemessen einzusetzen• entwickeln wir ein Verständnis dafür, visuelle Methoden kompetent in komplexere

Forschungsdesigns einzubauen.


Pflichtkurs: Oui

Evaluation: Exercise in visual data analysis

Remark: Selected Bibliography• Rose, Gillian (2007) Visual methods. Sage: London.• Pink, Sarah (2001) Doing visual ethnography. Sage: London




Construire et analyser des données verbales


ECTS: 3

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

• design a research interview• conduct a research interview• transcribe a research interview• analyze a research interview

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

• préparer un entretien de recherche• conduire un entretien de recherche• transcrire un entretien de recherche• analyser un entretien de recherche

Beschreibung: The course intends to provide students with methodological tools for (a) constructing andcollecting verbal data and (b) analyzing this data. Because of its methodological goals, thecourse involves both readings, data collection and data analysis exercises. In the first part ofthe course, we learn about a major approach in constructing data for qualitative purposes: theresearch interview. Research interviews are particularly well suited to understand the world fromthe subjective perspective of the respondent, and to learn about the meanings people bring totheir experiences (Kvale 1996, xviii). In this part of the course, we will discuss how to design aninterview study, how to carry out the research interview, what ethical questions arise in context ofinterviewing and what distinguishes different kinds of interviews. The second part of the courseprovides students with methodological tools for analyzing verbal data deriving from a researchinterview. In particular, we examine two prominent and different approaches: qualitative contentanalysis and discourse analysis. Students will have the opportunity to practice these approacheson interview data they have collected themselves as part of the course.

Le cours est donné en mode bilingue français/anglais.


Pflichtkurs: Oui

Evaluation: Students are expected to: (1) do the readings assigned for class, (2) conduct and transcribe aninterview, (3) conduct an analysis of an interview.


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

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



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

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


Studying and Teaching in Multilingual Universities


ECTS: 3

Objektiv: After the course the students are familiar with the main research literature on Multilingualismand Higher Education (HE). They can develop a critical view on language policies in HE and areable to analyze multilingual communication practices in the classroom and beyond. They will beable to develop didactic scenarios for multilingual teaching and learning.

Beschreibung: One of the effects of globalization is the internationalization of universities worldwide. Theconsequence, in terms of language of instruction, is that universities either deliberately maintaintheir local language or, to varying extents, introduce English. Some universities however decidefor a multilingual policy due to their specific location, history and vision or mission. In this coursewe investigate the policies, the practices and the experience of learners and teachers in suchuniversities. 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 theirteaching/learning processes?

• What is the function of English as an international language of science in the differentcontexts?

• What kind of multilingual practices/pedagogies can be developed within specific universitycourses?

The course itself will be multilingual. English, German and French, but also other languages willbe integrated in the classes.


Pflichtkurs: Oui

Evaluation: The students should attend the course regularly. They should be prepared (close reading of theassigned texts) and upload written comments on the texts during the semester. They shouldparticipate actively in the discussions during the class.

Remark: Selected BibliographyIntroductory texts:



• Coleman, J. A. (2006). English-medium teaching in European Higher Education. LanguageTeaching, 39 (1), 1-14.

• Gazzola, M. (2012). The linguistic implications of academic performance indicators: generaltrends and a case study. International Journal of the Sociology of the Language 216 (2012),pp. 131-156.

• Preisler, B., Klitgard, I., & Fabricius, A. (2011). Language and Learning in the InternationalUniversity: From English Uniformity to Diversity and Hybridity. Multilingual Matters. Retrievedfrom http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED525840


Basiskonzepte: Sprache, Kultur und Identität

Modul: Module Interdisciplinaire - Advanced I (Semester 2)

ECTS: 3

Objektiv: Nach diesem Seminar sollten die Studierenden ein vertieftes Verständnis der Konzepte Sprache,Kultur und Identität haben und verstehen, dass alle drei eng miteinander verbunden sind. Sie sollten in der Lage sein, zwischen objektivistischen, essentialistischen, diskursiven unddekonstruktivistischen Konzepten zu unterscheiden. Sie sollten Schlüsseltexte aus Sprach-,Kultur- und Identitätstheorie kennen und sich somit eine gute theoretische Basis für ihre eigenenempirischen Arbeiten aufgebaut haben.

Beschreibung: Kultur, Sprache und Identität sind Basiskonzepte im Bereich von Spracherziehung undMehrsprachigkeitsforschung. Es handelt sich dabei einerseits um alltagssprachliche Konzepte,die jedem geläufig zu sein scheinen, andererseits handelt es sich aber um komplexewissenschaftliche Konstrukte, die in verschiedenen Disziplinen (Kulturwissenschaften,Anthropologie, Erziehungswissenschaft, Sprachdidaktik) verankert sind und dort auch jeweilseine spezifische Tradition haben. In diesem Kurs werden wir zunächst eine Reihe von theoretischen Schlüsseltexten zu Sprache,Kultur und Identität lesen und diskutieren.Im Anschluß transferieren wir die theoretischenPositionen auf autobiographische, bildungspolitische oder didaktische Texte, und analysierenkritisch die dort zugrundegelegten theoretischen Prämissen.Die Texte werden in deutscher, englischer und französischer Sprache sein.Hauptunterrichtssprache ist jedoch Deutsch, so dass zumindest rezeptive Kompetenzen in derdeutschen Sprache Voraussetzung zur Teilnahme sind. Schriftliche Arbeiten können in Deutsch,Englisch und Französisch verfasst werden.


Pflichtkurs: Non

Evaluation: Die Teilnehmer/innen sollten das Seminar regelmäßig besuchen, sehr gut vorbereitet sein undsich aktiv an den Diskussionen beteiligen. Im Laufe des Semesters werden seminarbegleitendkleinere schriftliche Aufgaben gestellt, die bewertet werden.

Remark: Selected BibliographyIntroductory texts:

• Hu, A. (2003): Mehrsprachigkeits- Identitäts- und Kulturtheorie. Tendenzen der Konvergenz.In: I. De Florio-Hansen & A. Hu (eds.): Plurilingualität und Identität. Zur Selbst- undFremdwahrnehmung mehrsprachiger Menschen. Tübingen: Stauffenburg.



• Hu, A. (2018): Sprachlichkeit, Identität, Kulturalität. In: C. Fäcke/F.-J. Meissner (Hg.),Handbuch Mehrsprachigkeits- und Mehrkulturalitätsdidaktik, S. 17-24, Tübingen: Narr.

• Norton, B. & McKinney, C. (2011): An Identity Approach to Second Language Acquisition.In Atkinson, D. (ed.): Alternative Approaches to Second Language Acquisition. London:Routledge, 73-94.


Littérature de jeunesse et multilinguisme


ECTS: 2

Objektiv: À la fin du cours les étudiants seront capables de :

• Comprendre les enjeux du mutilinguisme dans le domaine de la littérature de jeunesse• Se repérer dans le monde de l'édition pour la jeunesse et savoir trouver des ouvrages

bilingues, multilingues, traduits ou traitant de la diversité linguistique et culturelle• Évaluer la qualité de la traduction d'un ouvrage de littérature de jeunesse• Comprendre les notions de littéracie, plurilittéracie, littéracies multimodales• Lire des textes scientifiques dans le champ de la plurilittéracie• Discuter des notions d'altérité, d'interculturalité, en rapport avec des textes littéraires pour

la jeunesse

Beschreibung: Les livres pour la jeunesse constituent aujourd'hui un champ des plus dynamiques dans ledomaine de l'édition. Au delà de l'extraordinaire créativité des auteurs et des illustrateurs, cecours propose d'explorer plusieurs questions : où sont les langues dans la littérature de jeunesse,où sont les personnages bilingues ou plurilingues dans les livres pour les enfants, comment sontreprésentés le multilinguisme, les contacts de langues et la diversité linguistique et culturelledans l'édition pour la jeunesse, et enfin, comment les livres sont-ils traduits d'une langue àune autre ? Il sera aussi proposé aux participants de réfléchir aux livres qui les ont marquésdans leur jeunesse et pourquoi. D'un point de vue théorique la notion de translanguaging seraabordée dans plusieurs ouvrages multilingues et d'un point de vue pédagogique des exemplesd'activités littéraciques en diverses langues seront proposées afin de réfléchir à de nouvellesfaçons d'imaginer un enseignement multilingue.Le cours alternera entre différentes activités :

• lecture d'albums de littérature de jeunesse sur la thématique des langues, du multilinguismeet de l'altérité/interculturalité, d'albums traduits, bilingues, multilingues, etc.

• analyse des traductions (Français, anglais, allemand) de deux ouvrages, Voices in the Parket Flix,

• analyse du contact de diverses langues au sein d'un même ouvrage• exsercices d'écriture libre en différentes langues et lecture partagée• présentation diaporama sur la littérature de jeunesse multilingue et de possibles exploitations

pédagogiques pour l'enseignement de la littéracie d'un point de vue multilingue• discussions et analyse des ouvrages de littérature de jeunesse présentés en cours sur la

base d'une lecture critique avant le cours d'au moins un article ou un chapitre d'ouvragesproposés en bibliographie




Pflichtkurs: Non

Evaluation: Participation active en cours, lecture des trois albums de jeunesse proposés avant le cours,présentation orale en groupe durant le cours d'un ouvrage de littérature de jeunesse au choixet analyse critique de la conceptualisation du bi/multilinguisme ou de l'interculturalité dansl'ouvrage choisi.

Remark: Selected Bibliography• Cotton, P. (2000) Picture Books sans Frontières, Stoke on Trent : Trentham books• Cummins, J. & Early, M. (2011) (eds) Identity Texts. The collaborative creation of power in

multilingual schools, Stoke on Trent : Trentham Books• Daly, N., Limbrick, L. & Dix, P. (2018) Children's Literature in a Multiliterate World. London :

IOE Press, Trentham Books• Hélot, C. Sneddon, R Daly, N. (2014) (eds) Children's Literature in the Multilingual Classroom.

London : Institute of Education/Trentham Books• Hélot, C. (2014): "Rethinking Bilingual pedagogy in Alsace: Translingual Writers and

Translanguaging" in Blackledge and Creese (eds.) Heteroglossia as Practice and Pedagogy,Springer, 217-238

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

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

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

Sites

• ?BNF : Bibliothèque numérique des enfants : http://enfants.bnf.fr/index.htm• L'Harmattan jeunesse :

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

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

• Didier Jeunesse : http://www.didier-jeunesse.com/collection/19-les-bilingues/• Talents Hauts edition : http://www.talentshauts.fr/18-oops-ohlala-• Rue du monde : http://www.ruedumonde.fr/• Une page facebook à suivre : Les livres bilingues de Diloé : https://www.facebook.com/

livres.bilingues

Albums de jeunesse

• Brown, A. (1998) Voices in the Park, London : Picture Corgi Books• Ungerer, T. (1997) Flix, Paris : École des Loisirs• Hélot, C. (2014) Sophie et ses langues, Paris :• DULALA http://www.dunelanguealautre.org/album-jeunesse-sophie-et-ses-langues/

Professor: HELOT Christine



Intercultural and International Education


ECTS: 3

Objektiv: The objectives of the module are to develop in students:

• an understanding of the effect of contemporary internationalisation on curriculumdevelopment and design

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

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

• an ability to analyse critically the research on intercultural education , and theinternationalisation of education

Beschreibung: It is clear that the internationalisation/globalisation of societies of the developed world sets newagendas for national education systems. This was already clearly stated, in the 1990s, in theUNESCO report Learning: the Treasure Within. In the European context the trend is clear from(i) the call from the Second Council of Europe Summit for 'education for democratic citizenship'and (ii) the European Commission's White Paper on 'the learning society'.This kind of change in the context of education needs to be taken into account by teachersand others in education systems in their analysis and development of curricula, and in theirmanagement of curriculum change. This module provides students with the conceptual andanalytical means of reflecting upon the implications of internationalisation for education ingeneral and curriculum planning in particular. It does so by considering how education systems,and compulsory schooling, can prepare learners for interaction and engagement with 'otherness',with people of different cultures and societies.In the context outlined above, the purpose of the module is to address the following questions,and to enable students to develop their own understanding of them and the concepts involvedin order better to reflect on and where appropriate make decisions about curricula andmethodologies:a) what is the relationship between education, cultural identity, citizenship and interculturalunderstanding?b) what are the approaches in and reforms to contemporary curricula which develop learners'cultural and social identities appropriate to contemporary and projected social, political andeconomic change?


Pflichtkurs: Non

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


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



• Barrett, M. (2007) "Children's knowledge, beliefs and feelings about nations and statesconstrued as historical and cultural communities". In Barrett, M. Children's knowledge, beliefsand feelings about nations and national groups. Hove and New York: Psychology Press (pp97-117)

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

• Law, W. W. (2002). Education reform in Taiwan: a search for a 'national' identity throughdemocratisation and Taiwanisation. Compare, Vol. 32, No. 1, 61-81.

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

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

• Yang, R. (2002). University internationalisation: its meanings, rationales

StudyVisit


ECTS: 5

Objektiv: The StudyVisit is an opportunity for a student who wishes to discover a professional environmentto experiment the life of a workplace for a short-term period.It lasts between 120 – 140 hours.

Beschreibung: Traditionnally, most students have conducted their StudyVisit at the Translation and TerminologyUnit (TermCoord) of the European Parliament, although it is possible to do a StudyVisitsomewhere else.TermCoordTermCoord's main duty is to assist translators at the Parliament with their daily translation tasksand to support terminology management and terminology research in the various translationunits of the Parliament. TermCoord offers every year the opportunity to students to visit theTranslation and Terminology Unit.During the study visit, the student experience the life of the TermCoord unit and what it meansto work in a European Institution. The student also choses to develop professional experiencein either 1) terminology research, management and coordination activities (contributing terms toan important database for translators called IATE) or 2) communication (contributing articles forthe TermCoord's blog and website).Other sitesIt is possible to do a short term StudyVisit elswhere than at the European Parliament, providedthat it does not last longer than 140 hours. Work done with François Carbon for the TransatlanticDialogue is also eligible even if it lasts more than 140 hours. Contact Christelle Karleskind tocheck if the workplace you have in mind will be eligible.Time frameTo count for ECTS, the internship must be done between January 1st and July 1st of the yearin which the student is in its second semester of the Masters course of study (for example, if thestudent is in its second semester in 2019-20, the internship can take place anytime in the periodJanuary 1st 2020- July 1st 2020, but not earlier and no later).No other period is possible for the StudyVisit internship.




Pflichtkurs: Non

Evaluation: The assessment is based on 2 documents :1) The 'Evaluation report' : Ask your supervisor at TermCoord to fill in the 'Evaluation report' thatcan be found on Moodle and to return it to : [email protected]) The diary : Upload your diary notes in the folder on Moodle named « Rapport de stage – StudyVisit » in the general information section of the Master.

The internship is assessed as 'passed' or 'failed' based on these 2 documents. If you havecomplied with the tasks and done the internship, you pass. If one document is missing, theinternship is failed.All documents must be posted on Moodle maximum three weeks after the end of the internship.If the documents are missing at that date, the grades will not show on your transcript.


Critical Perspectives on Health


ECTS: 20

Objektiv: • To gain an understanding of the intersections of culture, language, politics, and health• To be able to think critically about the category of 'health', and related concepts, such as

'illness' and 'medicine'• To be able to analyze media, policy documents, and other primary sources, and how they

are used and interpreted• To be able to carry out a small research project

Beschreibung: While health may appear to be an issue of biological states and the presence or absenceof symptoms, it is also socially and culturally constructed. It is therefore possible to createunderstanding about health, illness, and medicine, not but looking inside the individual body ormind, but by using ethnographic research to situate individual lives within broader contexts andexamine structures of power.This course will introduce students to key concepts, methods, and topics around the socialscientific study of the body, health, and medicine. We will cover perspectives from differenttimes, cultures, and macro/micro angles in order to examine the ways that social life, language,and structuring factors intersect to shape bodies, illness, and healing. Though we can coveronly a limited number of topics in one semester, each topic will link to these larger concepts andprovide students a basis from which to explore these issues. This course is based on the idea that to understand illness, health, and the body, we mustunderstand the contexts in which these are experienced and constructed. We will therefore drawprimarily on ethnographic research, as well as mass-media sources, medical journals, nonfictionliterature, films, and historical accounts. Students will be asked to create a portfolio where theywill be able to creatively integrate ideas and topics from across the course, think, read, and writecritically, and experiment with modes of expression.

Sprache: Anglais

Pflichtkurs: Non



Evaluation: • 40% group work: Students will work in groups to prepare articles and lead a discussion arounda given topic

• 60% final assignment: Students will be asked to create a portfolio around a particular themeor concept from the course


• Crawford, Robert. 1980. "Healthism and the Medicalization of Everyday Life." InternationalJournal of Health Services 10(3):365-388.

• Ellenberger, Henri F. 1970. The Discovery of the Unconscious. The History and Evolution ofDynamic Psychiatry. New York: Basic Books.

• Foucault, Michel. 1976 [1963]. The Birth of the Clinic. London: Routledge.• Harper, Janice. 2002. Endangered Species: Health, Illness, and Death among Madagascar's

People of the Forest. Durham: Carolina Academic Press.• Ong, Aihwa. 1988. "The Production of Possession: Spirits and the Multinational Corporation

in Malaysia." Medical Anthropology 15(1): 28-42.• Fadiman, Anne. 1997. The Spirit Catches You and You Fall Down: A Hmong Child, Her

American Doctors, and the Collision of Two Cultures. New York: Farrar, Straus andGiroux.

?

Professor: TRESS Constanze, BADDER Anastasia

Socialisation languagière en L2


ECTS: 2

Objektiv: Au terme de cet enseignement, les étudiant·e·s :

• auront acquis des connaissances sur la socialisation langagière en contexte académique eten contexte de migration

• comprendront l'articulation entre l'appropriation langagière, la migration et la formation• seront amené.e.s à réfléchir de manière critique à leurs propres parcours linguistiques• seront capables de comprendre un article scientifique (en anglais ou français) et de le lire

de manière critique

Beschreibung: This course will introduce students to key theoretical debates and ethnographic case studiesabout language socialisation into and through an additional language. The course will focus onthe intersection of migration and language learning in various social contexts. In particular, wewill examine the impact of socialisation processes on individual identities and trajectories froma critical ethnographic perspective.


Pflichtkurs: Non

Evaluation: Un article théorique en binôme d'une longueur de 2000 mots (± 10%). L'article portera surun débat spécifique basé sur un état critique de la question. Les critères d'évaluation seront



disponibles sur Moodle. Les articles seront acceptés en français, en anglais, en espagnol et encatalan.


Students should have read the compulsory articles before the block course. They will be madeavailable on Moodle.Compulsory readings (to be completed before block course):

• Flubacher, M.-C., Duchêne, A. & Coray, R. (2018). Language investment and employability:The uneven distribution of resources in the public employment service. Basingstoke: PalgraveMacmillan. (Chapter 1)

• Martín-Rojo, L. (2019). The "self-made speaker": The neoliberal governance of speakers.In L. Martín-Rojo & A. Del Percio (Eds.), Language and neoliberal governmentality (pp.162-189). London: Routledge.

• O'Rourke, B., Pujolar, J. & Ramallo, F. (2015). New speakers of minority languages: thechallenging opportunity – Foreword. International Journal of the Sociology of Language, 231,1-20.

• Petit Cahill, K. (2019). Creating places through language rules: A historical and ethnographicperspective on the "rule of Irish". Journal of Sociolinguistics. DOI: 10.1111/josl.12365.

• Zappa-Hollman, S. and Duff, P.A. (2015). English socialization through individual networksof practice. TESOL Quarterly, 49:2, 333-368.

• Zeiter, A.-C. (2017). Mixité, plurilinguisme et exolinguisme : Asymétrie et pouvoir dansl'appropriation langagière. Langage et Société, 162, 115-133.

Complementary readings:

• Duchêne, A. (2016). Investissement langagier et économie politique. Langage et Société, 3,73–96.

• Duff, P. A. (2008). Language socialization, participation and identity: Ethnographicapproaches. In M. Martin-Jones, A.M. de Mejía & N. H. Hornberger (Eds.), Encyclopedia oflanguage and education, 2nd Edition, Volume 3: Discourse and Education,107–119. NewYork: Springer.

• Garett, P. B. and P. Baquedano-López. 2002. Language socialization: Reproduction andcontinuity, transformation and change. Annual Review of Anthropology, 31, 339-361.

• Norton, B. (2000). Identity and language learning: Extending the conversation. Bristol:Multilingual Matters.

Professor: GARRIDO SARDÀ Maria Rosa

Translation and Terminology


ECTS: 2

Objektiv: • Connaître les diverses perspectives théoriques en Terminologie• Comprendre la double dimension de Terminologie – linguistique et conceptuelle – et son

importance pour la Traduction ;• Connaître le rôle de ça Terminologie dans les institutions internationales ;• Comprendre le fonctionnement du texte de spécialité pour le travail terminologique ;• Dominer les outils informatiques d'aide au traitement de corpus



• Identifier et distinguer les diverses structures terminologiques

Beschreibung: 1. Parcours historique de la Terminologie2. Double dimension de la Terminologie : conceptuelle et linguistique2.1. Terme et concept3. La définition en Terminologie4. Corpus de spécialité4.1. Textes et discours5. Traitement semi-automatique du corpus5.1. Concordanciers5.2. Extracteurs6. Combinatoires terminologiques6.1. Termes mutilexémiques6.2. Collocations7. Variation terminologique8. Question autour de l'équivalence

Sprache: Français, Anglais, Allemand

Pflichtkurs: Non

Evaluation: Réalisation d'un travail individuel


• Antia, Bassey Edem (Ed.). 2007. Indeterminacy in Terminology and Lsp. Amsterdam /Philadelphia: John Benjamins, pag. 236. ISBN : 978 90 272 2332 6.

• Budin, Gerhard. 2001. "A critical evaluation of the state-of-the-art of TerminologyTheory."IITF Journal 12. Vienna: TermNet, pp. 7-23.

• Cabré, Teresa. 2003. "Theories of Terminology: their description, prescription andexplanation" Terminology 9 (2). Amsterdam / Philadelphia: John Benjamins, pp. 163-199.

• Costa Rute. "Terminology and Specialised Lexicography: two complementary domains".Lexicographica. Volume 29, Issue 1. International Annual of Lexicography / RevueInternationale de Lexicographie / Internationales Jahrbuch für Lexicographie. Ed. by Gouws,Rufus Hjalmar / Heid, Ulrich / Scheirholz, Stefan J. / Schweickard, Wolfgand / Wiegand,Heribert Ernst. Berlin, New York: De Gruyter, pp. 29 – 42.

• Costa, Rute. 2006. "Plurality of Theoretical Approaches to Terminology. Modern Approachesto Terminological Applications." Coll. Linguistics Insights. Studies in Language and Communication. Bern – Berlin: Peter Lang, pp. 107 – 118.

• ISO 704: 2009. Terminology work – Principles and Methods. Geneva: InternationalOrganization for Standardization.

• ISO 1087-1: 2000. Terminology Work – Vocabulary – Part I: Theory and Application. Geneva: International Organization for Standardization.

• Langages nº 157, Mars 2005, La terminologie : nature et enjeux (Dir. Loïc Depecker). Paris :Larousse.

• Langue Française nº 174, Juin 2012, La Dénomination (Dir.) Gérard Petit. Paris: Larousse /Armand Colin. ISBN: 203-577079-3

• Laurén, Christer / Myking, Johan / Picht, Heribert. 1998. Terminologie unter der Lupe. Vom Grenzgebiet zum Wissenschaftszweig. Vienna : TermNet, pag. 353. ISBN_3-901010-22 X.

• Rey, Alain. 1979. La Terminologie. Noms et Notions. Paris, PUF.• Silva, Raquel / Costa, Rute / Ferreira, Fátima. 2004. «Entre langue générale et langue de

spécialité. Une question de collocations.» Etude de Linguistique Appliquée – ELA. Paris:Didier Érudition, pp. 347 – 359. ISBN : 252-03460-2.



• Wüster, Eugen. 1985. Einführung in die Allegmeine Terminologielehre und TerminologischeLexciographie, Copenhagen: Fachsprachlichen Zentrum, Handelshochschule, pag. 214.ISBN: 87-88511-10-3.

Intercultural Management: from Theory to Practice


ECTS: 2

Objektiv: • To introduce students to the subjects of intercultural communication and managementpractices at work.

• To investigate, on the basis of case studies, contexts and processes of intercultural(interpersonal) communication and team management.

• To give insights into management practices and strategies in international business – andinnovation development – settings.

• To provide students with theoretical and practical (socioanthropological) tools for thedevelopment of individual and collective collaboration competencies at work.

• To contribute to the development of students' communication and managementcompetencies.

Beschreibung: This course focuses on the management practices and challenges in international business –and innovation – settings where individuals and teams face social, cultural and linguistic diversity.What kind of interaction strategies do managers and employees develop and apply in order tomake their collaboration and their projects work in those highly complex contexts?On the one hand, the participants will be invited to think about their own cultural background,identity and communication behavior. On the other hand, they will be introduced to the conceptof "intercultural management" from a theoretical and from a practical viewpoint.The course aims at stimulating the development of intercultural communication and managementcompetence of (future) actors on the international stage.


Pflichtkurs: Non

Evaluation: Written assignment or oral presentation.


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

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

• D'Iribarne, Ph. (2002). Un usage créatif des ressources d'une culture. Dans Ph. d'Iribarne &al., Cultures et mondialisations. Gérer par-delà les frontières. Paris: Seuil.

• Meier O. (2019). Management interculturel. Paris : Dunod.• Moser D., Stalder P. & Wanzenried G. (2018). Zentrale Erfolgsfaktoren im

Innovationsprozess. KMU-Magazin, Nr. 4, April, S. 82-85.• Mutabazi E. & Pierre Ph. (2008). Pour un management interculturel. De la diversité à la

reconnaissance en entreprise. Paris : L'Harmattan.• Stalder P. (2013). Management international: développer les compétences en innovant les

formations », in X. Yang & L. Zheng, Culture et management. Paris: L'Harmattan.



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

• Stalder P. (2019). Creativity in Intercultural Teams: Which Indicators, Facilitators andCompetencies? In IACCM-IESEG Conference Proceedings, Paris, 31.10.-2.11.19, pp. 9-27

Professor: STALDER Pia

Interactions within Socio-Digital Activity Systems


ECTS: 3

Objektiv: • Recognize fundamental research paradigms, perspectives, traditions and methods in the fieldof tool-mediated interaction

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

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

• Generate research questions /problems in ways that are amenable to empirical research• Identify appropriate methods of data collection and analysis and adjust their sensitivity to the

needs of the specific research question• Design, plan and carry out a multifaceted and context-sensitive naturalistic inquiry on

significant issues from academic and/or professional practice

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

Sprache: Anglais

Pflichtkurs: Non

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


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



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

• Herring, S. C. (2007). A faceted classification scheme for computer-mediated [email protected]://www.languageatinternet.org/articles/2007/761

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

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

Professor: MAX Charles Joseph

Perspective Cultural Heritage and Politics of Memory


ECTS: 3

Objektiv: Students will be able to:

• To critically analyze key notions of politics of memory• To compare multilingual notions of memory cultures• To investigate representations of the past in museums and by monuments

Beschreibung: This course seeks to develop a critical understanding of politics of memory and related corenotions such as heritage (Kulturgut, patrimoine), (post)colonialism, guilt and "working throughthe past" (Vergangenheitsbewältigung), heroism and identity formation. The seminar takes usto Berlin where we will hold a workshop.We will analyze and discuss theories as well as empirical case studies, with a focus onrepresentations of the past in museums and by monuments in Portugal and around the world.

Sprache: Anglais, Allemand

Pflichtkurs: Non

Evaluation: • Active participation in class discussions: 10%• Oral presentation of a selected text: 20%• Written essay on a museum exhibition or monument (5-10 pages): 70%


• Adorno, Theodor W.: "The Meaning of Working Through the Past," in: Critical Models:Interventions and Catchwords, trans. Henry W. Pickford (New York: Columbia UniversityPress, 2005), p. 89-103.

• Anderson, Benedict: Imagined Communities: Reflections on the Origin and Spread ofNationalism (London and New York: Verso, 2016; 1st ed. 1983).

• Knell, Simon J. et al. (eds.): National Museums. New Studies from Around the World (Londonand New York: Routledge, 2011).

• Koselleck, Reinhart: "War Memorials: Identity Formations of the Survivors," in: The Practiceof Conceptual History. Timing History: Spacing Concepts, transl. Todd Presner (Stanford,CA: Stanford University Press, 2002), p. 285-326.



• Macdonald, Sharon (ed.): The Politics of Display: Museums, Science, Culture (London andNew York: Routledge, 1998).

Professor: KOHNS Oliver

The Mechanics of Discrimination: Discourse Analysis and Digital Communication


ECTS: 2

Objektiv: At the end of this seminar, students will be able to:

• Analyze the complexity of digital communication• Conduct a lexicometric discourse study through Iramuteq• Conduct a complex semantic and critical discourse analysis• Construct semantic topographies of texts and representations• Identify the logics of discursive and digital discrimination

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

• Analyser la complexité d'une communication digitale• Conduire une étude discursive lexicométrique avec Iramuteq• Conduire une analyse de discours critique et sémantique complexe• Construire des topographie sémantiques de textes et de représentations• Identifier les logiques de discrimination discursive et numérique

Beschreibung: Discrimination is at the center of processes of globalization, especially in the use of social mediaand digital devices of communication, such as blogs, news sites or forums. Communities formonline, and some of them (9gag or 4chan, for example) are famous for bringing people togetheryet reproducing discriminations against minorities. In online relations however, individuals tendto follow a precise path regarding the expression of communication, insofar as they have to workwith specific constraints (such as the limit of characters on Twitter, for instance).On the other hand, the construction of digital corpora remains tricky: identifying sources(which website, which social network?), identities and communities (who is producing thediscursive utterance?) and even their political impacts (especially when politicians re-use suchdiscourses online) is an interesting yet utterly challenging task. The consequences of such onlineproductions are not only semantics: these productions do hurt people, influence their actions andeven play a part in the production of newsfeeds-and political as well as institutional decisions.During this class, we will bring together the mechanics of online discrimination, mixing politicswith anonymous productions and newsfeeds, in order to analyze the meaning of discriminativediscourses and reconstruct a semantic topography related to complex corpora. The ultimate aimof this seminar is to understand the way discrimination works in terms of discourse and semanticsand to understand its numerous implications, but also to learn how to dodge and address it.Furthermore, students will learn to use Iramuteq, a software dedicated to discourse analysis.La discrimination est au centre des processus de mondialisation, particulièrement dansl'utilisation des médias sociaux et des dispositifs numériques de communication, comme lesblogs, les sites d'information et les forums. Des communautés se forment en ligne, et certainesd'entre elles (9gag ou 4chan par exemple) sont célèbres pour leur capacité à réunir desgens différents, tout en reproduisant des discriminations contre certaines minorités. Cependant,au coeur des relations en ligne, les individus tendent à suivre un chemin précis concernant



l'expression de la communication, dans la mesure où ils doivent composer avec des contraintesspécifiques (comme la limite de caractères sur Twitter, par exemple).D'un autre côté, la construction de corpus numériques n'est pas chose facile: identifier lessources (quel site, quel réseau social ?), les identités et les communautés (qui produit queldiscours ?) et aussi les impacts politiques (surtout lorsque des hommes politiques réutilisent cesdiscourse en ligne) est une tâche passionnante mais complexe. Les conséquences de tellesproductions en ligne ne sont pas uniquement sémantiques : ces productions peuvent blesserdes individus, influencer leurs actions et même jouer un rôle dans la production de fils d'actualité,mais également de décisions politiques et institutionnelles.Pendant ce séminaire, nous aborderons les mécaniques de la discrimination en ligne, enmélangeant des productions politiques, des productions anonymes et des fils d'actualité, afind'analyser le sens des discours discriminatoires et de reconstruire une topographie sémantiqueliée à des corpus complexes. Le but ultime de ce séminaire sera de comprendre la manièredont fonctionne la discrimination, en termes de discours et de sémantiques, mais égalementde comprendre ces nombreuses implications, tout en trouvant des manières de s'en protégeret d'y prépondre. De surcroît, les étudiants apprendront à utiliser Iramuteq, un logiciel dédié àl'analyse de discours.


Pflichtkurs: Non

Evaluation: The students will be asked to conduct a discursive analysis of an online corpus, using Iramuteqas their main software, and to construct the semantic topography of discrimination in an essayof 8 pages. Time will be spent in class in order to explore the necessary methodology in orderto write the present essay.

Remark: Selected Bibliography• Benhabib, S. (2002). The Claims of Culture. Equality and Diversity in the Global Era.

Princeton : Princeton University Press.• Fairclough, N. (2005). « Discourse analysis in organizational studies: the case for critical

realism », Organization studies, 26 (6), 915-939.• Galatanu, O. (2009), « L'analyse du discours dans la perspective de la sémantique des

possibles argumentatifs: les mécanismes sémantico-discursifs de construction du sens etde reconstruction de la signification lexicale ». In N. Garric & J. Longhi (Eds). L'analyselinguistique des corpus discursifs. Des théories aux pratiques, des pratiques aux théories(49-68). Clermont-Ferrand : Presses Universitaires Blaise-Pascal.

• Kopytowska, M. (2015). « Mediating identity, ideology and values in the public sphere:towards a new model of (constructed) social reality », Lodz papers in pragmatics, 11 (2),133-156.

• Lähdesmäki, T. & Wagener, A. (2015). « Discourses on governing diversity in Europe: criticalanalysis of the White paper on intercultural dialogue », International journal of interculturalrelations, 44, 13-28.

• Sarfati, G.-E. (2011). « Analyse du discours et sens commun: institutions de sens,communautés de sens, doxa, idéologie ». In J. Guilhaumou & P. Schepens (Eds), Matériauxphilosophiques pour l'analyse du discours (139-174). Besançon : Presses Universitaires deFranche-Comté.

• Stockinger, P. (2001). Traitement et contrôle de l'information. Paris : Hermès.• Wagener, A. (2012). « Connexions sémantiques et contextique relationnelle: pour une

modélisation complexe des interactions humaines », Nouvelles Perspectives en SciencesSociales, 7 (2), 67-104.

• Wagener, A. (2014). « Creating identity and building bridges between cultures: the case of9gag », International journal of communication, 8, 2488-2502.



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

Professor: WAGENER Albin

Religion, Language and Media


ECTS: 3

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

Beschreibung: From televangelism to cassette sermons, new forms of media and processes of mediationhave a significant impact on the ways in which lived religious practices and the understandingof religion are constituted. As new forms of media, discursive norms, and market values ofmedia structures emerge, adherents of many religious traditions work to accommodate thesephenomena by reworking and redefining some of the fundamental norms of their traditions,identities, and experiences of faith.This course will address these phenomena by exploring the social uses of media within religiouslife, the media politics of religious diversity, and religious diversity in the public sphere. We willconsider a range of forms of media, from older media, such as printed texts, to new media, suchas the internet, and we will take a cross-cultural and cross-temporal perspective, ranging fromancient Greek myth to late 20th century "secular religion", from the indigenous religions of small-scale societies to world religions, like Christianity. By the end of the course, you should have an understanding of a range of perspectives andtheories, awareness of religion and worldviews as social and cultural phenomena, knowledgeof issues in cross-cultural perspective, and the ability to analyze media artifacts and processesof mediation.

Sprache: Anglais

Pflichtkurs: Non

Evaluation: The main requirement of this course is that you read the assigned texts before class so that youcan participate in class discussions. There will be one research assignment at the end of theclass made up of several smaller parts that you will complete over the course of the class.


• Meyer, Birgit, and Annelies Moors, eds. 2005. Religion, media, and the public sphere. IndianaUniversity Press.

• Makihara, Miki, and Bambi B. Schieffelin, eds. 2007. Consequences of contact: Languageideologies and sociocultural transformations in Pacific societies. Oxford University Press.

Professor: BADDER Anastasia



Français général A1.2

Modul: Languages - Advanced I (Semester 2)

ECTS: 3

Sprache: Français

Pflichtkurs: Non

Professor: PRINZ Muriel

Academic writing workshop


ECTS: 3

Objektiv: Students will be able to:• become aware of how their writing process can become more effective and efficient.• evaluate their own texts for communicative adequacy and style.• structure their texts to ensure communicative effectiveness.• integrate sources appropriately and distinguish their own viewpoint


Beschreibung: This course uses participants' own work to understand and improve upon the key elementsof academic writing. These workshops will use both participants' own work and example textsto present and analyse key features of English academic writing. Students will examine anddiscuss texts and complete exercises to help them acquire the knowledge and techniques torevise their own writing and the confidence to embark upon their dissertation. The focus willbe on establishing the foundations for successful academic writing and will use constructivepeer review of current or previous written work to improve students' awareness of writtencommunicative effectiveness.As a result of the interactive and needs-driven format, the exact content of workshops will dependon participants' texts and their own issues with academic writing. However, key content thatwill be covered is as follows:

• optimising the efficiency and effectiveness of your writing process;• using an academic style and register;• effective paragraphing;• taking a stance and constructing an argumentative thread;• confidently and accurately integrating sources into your writing;• structuring your writing for coherence; and• identifying and correcting common English language errors in academic writing.

Sprache: Anglais

Pflichtkurs: Oui



Evaluation: • Active participation in the workshops• Completion of extension activities• Provision of peer feedback (both orally and in written form)• (Re)writing your own paper

Remark: Note:This is not a language course.As the workshops are based on participants' own writing, only students who have already written–or are currently writing – an extended piece of writing (e.g. a paper or report) in English fortheir MA can participate.To make this course most effective, you will be required to submit a sample paper of 1-2 pages. More information will be provided in class and on Moodle.

Selected Bibliography

Handouts and relevant reading material will be posted on Moodle.

Professor: HIGGINS Paul

Bilingual writing support group - French/German


ECTS: 3

Objektiv: Students know how to structure and write academic texts in German and/or French.

Beschreibung: This course provides training in writing skills for academic texts in German and/or French usinga combination of teacher input, writing exercises, peer-feedback and discussion. The course istaught in English but will give writing support in either French or German for students who areless familiar with one or both of these languages. The course will cover a variety of academictext genres such as literature review, essay and discussion.

Sprache: Allemand, Français

Pflichtkurs: Non

Evaluation: Students will have to write 3 short academic texts (each 600-800 words) in German or Frenchand give 3 structured written peer-feedback.

Professor: HUEMER Birgit, LEJOT Eve

Deutsch für Anfänger - A1.2


ECTS: 3



Sprache: Allemand

Pflichtkurs: Non

Professor: CICCHELLI-RÖSSLER Birgit

Peer tutoring - Master students


ECTS: 5

Sprache: Français, Allemand, Anglais

Pflichtkurs: Non



Semester 3

International Research Symposium

Modul: Research Approches - Advanced II (Semester 3)

ECTS: 5

Objektiv: The participants should be able to present and communicate their research projects in a wayappropriate to an international audience. Based on the exchange and the discussions during theresearch symposium, they should clarify the question of their master thesis, their methodologicaldesign and their procedure of data analysis.

Beschreibung: The date and place of the symposium will be announced by the end of September andinvolve traveling to a partner university. Participants will have the opportunity to present theirmaster projects to colleagues and students from another university. Further details will becommunicated in due time.

Modalitäten: Cours OBLIGATOIRE - 5 ECTS // 20 UELangues d'enseignement : Anglais, Français, Allemand


Pflichtkurs: Oui

Evaluation: Short presentation of Master thesis in progress.

Professor: DE SAINT-GEORGES Ingrid, BUDACH Gabriele

Présentation de stage


ECTS: 0

Sprache: Français

Pflichtkurs: Non


Master Class I - Designing and Building your Master Thesis


ECTS: 5



Objektiv: By the end of the course, students will have made headways in their master thesis project andwill have deepened their understanding of how to carry out research.

Beschreibung: The aim of the Master class is double. On the one hand, students get involved in professionalacademic conversation as they meet and discuss texts with internationally known guest lecturers.On the other hand, the Master class contributes to the development and building of a sounddesign for the Master thesis. It culminates in an International Symposium where the studentspresent their research and findings in progress to an international audience.The course will leave ample space for discussing the individual research projects that thestudents are preparing for their Master thesis. Every student will have a chance to work on hisor her own project and to have get 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?

Modalitäten: Cours OBLIGATOIRE : 5 ECTS // 20 UELangues d'enseignement : Anglais, Français, Allemand


Pflichtkurs: Oui

Evaluation: Assessment will be based on writing up a response for each guest lecture, participation inindividual tasks, group discussions.


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

• Elbow, P. (1981, 2nd edition 1998). Writing with power: Techniques for Mastering the WritingProcess. 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.


Portfolio


ECTS: 5



Objektiv: Students are asked to write up a portfolio of a minimum of 15 pages. The portfolio serves toreflect on the progression made on the master thesis. The main goal is to help students advancetheir research and writing process.

Beschreibung: The portfolio takes the shape of a research journal, a folder with documents, or any other formsthat the student choses. It should list the dates of meetings the student had with his or hersupervisor. There should be at least two meetings per semester.In addition, the portfolio should include two main dimensions:1) a series of tasks2) a series of reflections on the research process and on research ideas linked to those tasks.Tasks (mandatory):

The portfolio takes the shape of a research journal, a folder with documents, or any other formsthat the student choses. It should list the dates of meetings the student had with his or hersupervisor. There should be at least two meetings per semester.In addition, the portfolio should include two main dimensions:1) a series of tasks2) a series of reflections on the research process and on research ideas linked to those tasks.Tasks (mandatory):• The portfolio should discuss your methodological approach more in-depth (for this you will needto read literature about your methodology)

• In which methodological frame do you locate yourself?• What has been written about your methodological approach?• Within that methodology, what will be your own choices?

1. Describe your data and explain why you chose this data?2. Describe the steps you will be taking (interviewing, observing, analysing documents)3. Describe any ethical issues you think will come up in the process of doing your work.• The portfolio should also contain a first draft of your literature review

• Chose the areas/themes/concepts you will focus on• Read articles related to these areas/themes/concepts• Chose which articles you will summarize• Summarize the main ideas from the chosen articles (who says what, in which context, with

which results)• Organize how you present your readings.

• The portfolio will include a list of at least 15 bibliographical entries related to the topic andformatted according to the APA bibliographic norms.• The portfolio also will include a summary of three main relevant articles or books that areespecially relevant for the project. The student also should explain why these articles or booksare particularly meaningful for the research.

• What will be the data analyzed?• Who might be the participants in the study?

Finally, the student should also read the document on Moodle called "Guidelines for thesis writing(update January 2016). It contains important information about how to build the thesis and formatit.Reflections (suggested):The reflection part is not separated from the tasks. As the student accomplishes the differenttasks 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 inthe 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, feedbackreceived on the project, and so on. These are only suggestions. We think they might help tokeep traces of the research process but they are not mandatory.


Pflichtkurs: Oui

Evaluation: The portfolio must be submitted to the thesis supervisor by January 10th at the latest. We alsosuggest a meeting with the supervisor to present and discuss your portfolio.

Remark: Selected Bibliography• Thomas, Gary. (2009) How to do your research project : a guide for students in education

and applied social sciences, Thousand Oaks : Sage Publications (2nd ed.)• Bell, Judith. (2005) Doing Your Research Project: a guide for first-time researchers in

education, health and social science, Maidenhead: Open University Press (5th ed.)• Cohen, Louis., Manion, Lawrence., Morrison, Keith. (2007) Research Methods in Education,

Routledge, (6th Ed.)

Mehrsprachige und mehrkulturelle Identitäten im Fokus

Modul: Module Interdisciplinaire - Advanced II (Semester 3)

ECTS: 3

Objektiv: Der Kurs soll Studierende befähigen:

• Möglichkeiten und Methoden aus dem Bereich der „digital arts" kennenzulernen undauszuprobieren,

• "Digital Storytelling" als eine Methode der Selbstreflektion und des kritischen Umgangs mitTheorien und Konzepten und „real world problems" zu erproben,

• das Potential der „digital arts" als Methode kreativen, pluralen Lernens zu evaluieren,• eine eigene multimodale (mehrsprachige) ‚digitale Geschichte' zu konzipieren und filmisch

umzusetzen.The course shall enable students to:

• to learn about and appreciate some of the possibilities and methods of the "digital arts",• to experience "Digital Storytelling" as a method of self-reflection and a tool to deepen the

understanding of central concepts and theories discussed in our Master Program,• to evaluate the potential of "digital arts" as a method to foster creative learning and

pedagogies of plurality,• plan and create your own multimodal (multilingual) digital story.

Beschreibung: Im Kurs:

• beschäftigen wir uns mit neuster Forschung zu „digital media, the arts and digital story telling',• betrachten wir kritisch existente Initiativen im Bereich der „digital arts", die solche Ansätze

als Ressource zum Sprach- und interkulturellen Lernen benutzen,• erarbeiten wir uns Abläufe, Kriterien und Techniken (z.B. die Handhabung entsprechender

Software) für die Produktion von "digital stories",



• entwerfen und realisieren wir unsere eigene multimodale, mehrsprachige ‚digital story'.In the course we:

• examine recent research on "digital media, the arts and digital story telling"• critically appreciate initiatives that attempt to value and apply these technologies (in

secondary and higher education)• learn about processes, criteria and techniques (including useful software) for the making and

production of ‚digital stories'• plan, devise and produce our own film project, having a go at multimodal, multilingual digital

story telling

Sprache: Allemand, Français, Anglais

Pflichtkurs: Non

Evaluation: Reflective account (building on diary notes and course experience)


• Anderson, J. & V. Macleroy (2016) Multilingual Digital Storytelling. Routledge: London.• Lundby, K. (2008) Digital Storytelling, Mediatized Stories. Self-representation in the New

Media, Peter Lang: New York.


Identität und Plurilingualität in Sprachbiographien and Möglichkeiten ihrerErforschung


ECTS: 3

Objektiv: Die Studierenden sollen das Potential von Sprachbiographieforschung – gerade für Fragender Mehrsprachigkeit und sprachlichen Identität – erkennen und sich mit einigen wichtigenForschungsarbeiten dazu vertraut machen. Sie sollen anhand einiger konkreter Beispiele vonmehrsprachigen Biographien analysieren können, welche Konzepte von sprachlicher Identitäthier zum Ausdruck kommen. Ausserdem ist ein Ziel des Seminars, forschungsmethodischeGrundlagen zu erwerben, um selbst sprachbiographische Interviews zu führen und analysierenzu können. Aspekte von Inhalts- und Diskursanalyse werden dabei eine besondere Rolle spielen.

Beschreibung: Im Zentrum des Seminars steht ein kulturwissenschaftlich- biographischer Ansatz innerhalbder Mehrsprachigkeitsforschung, der besonders die enge Verbindung von Mehrsprachigkeit,Kulturalität und Identität in den Blick nimmt. Eine zentrale Frage ist dabei, wie mehrsprachigeMenschen, und zwar verstanden als sozial, historisch, kulturell und ethisch verortete Personen,ihre Sprachen erleben, wie sie sie deuten, und welchen Sinn sie ihrer Mehrsprachigkeit für ihrLeben zuschreiben.In dem Seminar werden wir anhand einiger ausgewählter Beispiele diese Fragen näher beleuchten. In einem ersten Teil widmen wir uns publizierten Sprachbiographien undautobiographischen Schriften, z.B. von Georges-Arthur Goldschmidt, Francois Cheng (ChengBao-yi), Herta Müller, Natasha Lvovich, Claude Esteban und Yoko Tawada. In einem zweitenTeil werden wir uns der Frage von narrativen Interviews zuwenden, also der Frage, wieman selbst sprachbiographische Interviews führen und analysieren kann. Dies dient als



Voraussetzung für die Seminararbeit, die aus einem selbst erhobenen sprachbiographischenInterview besteht.

Sprache: Allemand, Anglais, Français

Pflichtkurs: Non

Evaluation: Neben regelmässiger und aktiver Teilnahme soll eine Seminarsitzung aktiv mitgestaltetwerden. Die Seminararbeit besteht aus einer durch ein narratives Interview erhobenenSprachbiographie, die in Teilen transkribiert und in einem Text von ca. 2000 Wörtern analysiertwird.


• Adamzik, Kirsten & Roos, Eva (Hg.) (2002) : Biographies langagières. Bulletin suisse delinguistique appliquée, hiver 2002

• Cheng, F. (2000): Le dialogue. Une passion pour la langue française. Paris : Desclée deBrouwer.

• Franceschini, Rita & Miecznikowski, Johanna (2004): Leben mit mehreren Sprachen Vivreavec plusieurs langues.

• Sprachbiographien – Biographies langagières. Bern: Peter Lang.• Goldschmidt, G.-A. (1989): Une chaise à deux dossiers – Ein Stuhl mit zwei Lehnen. Sirène

– Zeitschrift für Literatur. Oktober 1991, 68-99• Hein-Kathib, Simone (2007): Sprachlichkeit und Biographie. Eine Untersuchung

sprachbiographischer Selbstbeschreibungen der mehrsprachigen Schriftsteller Peter Weissund Georges-Arthur Goldschmidt. (unveröffentliches Dissertationsmanuskript, UniversitätOldenburg).

• Hoffmann, Eva (1989): Lost in Translation. A Life in a New Language. New York u.a.:Penguin.

• Hu, A. (2006) Mehrsprachigkeit und Interkulturalität in autobiographischer Perspektive. FLuL2006, 36. Jg., 183-200.

• Müller, H. (2001): Wenn der Wind sich legt, bleibt er stehen – oder: Wie fremd wird die eigeneSprache beim Lernen einer

• Fremdsprache. In: Goethe-Institut (Hg.): Murnau, Manila, Minsk. 50 Jahre Goetheinstitut.Beck-Verlag.

• Pavlenko, Aneta (2001): „In the world of tradition, I was unimagined": Negotiation ofidentities in cross-cultural autobiographies. International Journal of Bilingualism, Vol 5, Nr.3, September 2001, 317-344.

• Pavlenko, Aneta (2001a): Language learning memoirs as a gendered genre. AppliedLinguistics, 22, Nr. 2, 213-240.

• Tawada, Y. (2002): Überseezungen. Tübingen: Konkursbuch.


Communication interculturelle et intersubjectivité


ECTS: 2

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



• Saisir une approche critique du concept de culture• Saisir une approche critique du concept d'identité• Définir une situation interculturelle et interidentitaire• Identifier les enjeux politiques à base de corpus numériques• Comprendre le fonctionnement des discours de la diversité• Maîtriser la systémique des interactions

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


Pflichtkurs: Non

Evaluation: Les étudiants devront rédiger un essai de huit pages environ sur une problématiqueinterculturelle de leur choix, qui pourra être liée à leur culture ou pays d'origine, ou bien sefocaliser sur un champ de leur choix (société, politique, management d'entreprise).


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

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

• Holliday, A. (2011). Intercultural communication and ideology. London: Sage.• Keating, A. (2013). Transformation now. Chicago: University of Illinois Press.• Kuper, A. (1999). Culture: the Anthropologists' account. Cambridge: Harvard University

Press.• Lindholm, C. (2008). Culture and Authenticity. Oxford: Blackwell.• Meunier, J.-P. (2003). Approches systémiques de la communication. Bruxelles: De Boeck.• Olwig, K.F. & Hastrup, K. (1997). Siting Culture. The shifting anthropological object. London:

Routledge.• Parekh, B. (2000). Rethinking Multiculturalism. Cultural Diversity and Political Theory.

Cambridge: Harvard University Press.• Phillips, A. (2009). Multiculturalism without culture. Woodstock: Princeton University Press.• Piller, I. (2011). Intercultural communication: a critical introduction. Edinburgh: Edinburgh

University Press.



• Taylor, C. (1992). Multiculturalism and 'the Politics of Recognition'. Princeton: PrincetonUniversity Press.

• Wagener, A. (2015). L'échec culturel. Bruxelles : Peter Lang.• Wikan, U. (2002). Generous Betrayal. Politics of Culture in the New Europe. Chicago: The

University of Chicago Press.

Professor: WAGENER Albin

Discovery Internship


ECTS: 5

Objektiv: Le stage est une opportunité pour les étudiant-e-s qui le souhaitent de confronter lesconnaissances construites au cours du Master avec la réalitéé du monde professionnel. Le stagepeut également constituer la premièree étape d'une construction de données pour le mémoirede Master.

Beschreibung: Le stage est un cours non-obligatoire. Si les étudiant-e-s choisissent de faire le stage, ils sontinvités 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 égalementquels seront ses objectifs pour le stage. Au retour du stage, l'étudiant-e rédige un rapport ainsique le formateur qui a accompagné le stagiaire.

Le stage dure entre 120 heures minimum et 140 heures maximum. Il doit être réalisé avant lequatrième semestre.


Pflichtkurs: Non


Marketing and Global Communication Development


ECTS: 3

Objektiv: To use the Branding, Marketing & Communication approach as an added value in ANY of yourprojects!Learning outcomes: you will be able to concretely use and apply fully integrated, relevant andefficient branding, marketing & communication tools & techniques for any projects you wouldlike to manage.

Beschreibung: 'Global Marketing & Communication Development'Use branding, marketing and Communication as an added value in ANY of your projects!



Based on a unique and concrete approach, this seminar will give you all the tools you need tobe able to use the marketing & communication techniques!

Integrating the latest and state-of-the art techniques in branding, marketing and communication,that is including Social Media but also Digital Marketing, for example, you will be able to build yourown marketing strategies and communication plans, integrating, combining the latest schemesand dynamics.

This seminar may be followed by individual & personalized sessions.

The seminar as well as the proposed individual personalized sessions will be facilitated by oneactive professional who is a global specialist in branding, marketing and communication, sharingmore than 19 years of working experience.

Modalitäten: Module Interdisciplinaire : 16 ECTSCours optionnel : 2 ECTS // 15 UELangue d'enseignement : Anglais

Sprache: Anglais

Pflichtkurs: Non

Evaluation: Based on preparation works asked when coming and attending to the class, on the participationand exchange with your fellow participants during the class and on one final assignment to deliverafter the class, using the concrete tools introduced during the class. (supported by individual &personalized sessions given after the seminar)Note: As for the final assignment, it is mandatory to use a personal project in order to benefitright away from the seminar, applying immediately the tools & techniques you will learn.

Professor: REGNAULT Christophe

Kommunikation und Handlungskompetenz im Kontext von Arbeit und Migration


ECTS: 2

Objektiv: • 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



Beschreibung: In der heutigen Arbeitswelt haben sich die sprachlich-kommunikativen Praktiken undAnforderungen für alle Beschäftigten unabhängig von Wirtschaftsbereichen, Branchen,Qualifikationsprofilen und Positionen stark verändert. Der technische und ökonomischeStrukturwandel hat neue und komplexe sprachlich-kommunikative Praktiken an allenArbeitsplätzen hervorgebracht.Diese Entwicklung stellt insbesondere Mitarbeiter/-innen, die eine andere Sprache als dieMehrheitsgesellschaft 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 gefördertenForschungsprojekts gewonnen wurden, werden die Studierenden arbeitsplatz-relevantesprachlich-kommunikative Praktiken in verschiedenen Berufsfeldern in der Produktion, Dienstleistung und Pflege «entdecken» und Anforderungen identifizieren.In Teil 1 des Seminars arbeiten sie interaktiv mit Ergebnissen der ethnographischenUnternehmenserkundungen des o. g. Projekts wie Zitaten aus Interviews und Firmenprofilenund erkunden den Zusammenhang zwischen den unterschiedlichen Merkmalen des s. g.Strukturwandels und der betrieblichen Kommunikation.In Teil 2 arbeiten sie ebenfalls interaktiv mit Auszügen aus Audioaufnahmen und Transkriptionenvon authentischen Gesprächen am Arbeitsplatz sowie arbeitsrelevanten Dokumenten. Hierbeibekommen die Studierenden Einblicke in die berufsspezifischen und –übergreifendenHandlungsfelder der Mitarbeiter/-innen in der modernen globalen Arbeitswelt.Konsequenzen für (eigene) Praxis z. B. Organisations- und Personalentwicklung Lehre,Angebotsgestaltung, Forschung und Politik werden diskutiert und reflektiert.Aktive Teilnahme an den Diskussionen und Partner- bzw. Gruppenarbeiten im Rahmen desKurses sind erforderlich

Modalitäten: Module interdisciplinaire : 16 ECTSCours optionnel : 2 ECTS // 15 UELangues d'enseignement : Allemand, Anglais

Sprache: Allemand, Anglais

Pflichtkurs: Non

Evaluation: Eine Pilotstudie schließt den Kurs ab. Die Studierenden bearbeiten ein vomUmfang und Zeitaufwand adäquates Projekt ihrer Wahl zu Kommunikation inArbeitskontexten. Hiermit können sie die erworbenen Kenntnisse, Fertigkeiten und Fähigkeitenanwenden sowie Merkmale und Herausforderungen der Kommunikation in interkulturellenArbeitszusammenhängen überprüfen.Diese Arbeiten können entweder individuell, bzw. in kleinen Gruppen und in einemfür die Studierenden leicht zugänglichen Arbeitsplatz (Café, Mensa, Universität, eigenerArbeitsplatz, etc.) durchgeführt werden: Es kann eine Befragung zu sprachlich-kommunikativenAnforderungen/Praktiken, eine Fotodokumentation von sprachlich-kommunikativen Situationenam Arbeitsplatz, Analyse von authentischen Aufnahmen, Untersuchund der Sprachpolitik(policies) einer Firma zur Praxis oder zur Zweitsprachförderung, etc. sein.


• Alan Felstead, Alison Fuller, Nick Jewson and Lorna Unwin: Working to learn, learning towork. 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-to-learn-learning-to-work.pdf



• Boutet, Josiane (2001): La part langagière du travail: bilan et évolution. In: langage et societé.H. 98, S. 17-42

• Verfügbar unter: http://www.cairn.info/revue-langage-et-societe-2001-4-page-17.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 dasAllerwichtigste. 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 Learningand Skills Bulletin. Cambridge, Issue 8, S. 16-17

• Illeris, Knud (2010): The Fundamentals of Workplace Learning: Understanding How PeopleLearn in Working Life. Padstow, Cornwall

Relevante Teile verfügbar unter:• Workplace learning

http://dpb.dpu.dk/dokumentarkiv/Publications/20060117143424/CurrentVersion/knudd.pdfund• 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

Guidancehttp://www.derby.ac.uk/files/taking_an_expansive_approach2004.pdf

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

Professor: MONETTI Matilde, SVET Anna

Researching Interactions with Digital Media


ECTS: 3

Objektiv:• Design, plan and carry out a small multifaceted and context-sensitive inquiry on significant

media & interaction issues• Recognize fundamental research paradigms, perspectives, traditions and methods in the field

of media & interaction studies• Apply fundamental principles and characteristics of (digital) ethnographic, interactionnist,

conversational & discursive, grounded theory or mixed methods research approaches to ownenquiries in the media domain

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

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

• Examine the strengths and weaknesses of a research approach in the media & interactiondomain



• Present a small enquiry by sound arguments about the theoretical & analytical frameworkssustaining the empirical approach

Beschreibung: 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 andsocialising.Course topics deal with participation in digital communities, creative expressions with interactivemedia facilities, interactions with and through increasingly smart technologies.Students are actively engaged in the course design as they are asked to plan, conduct, analyseand reflect small-scale research projects in groups. Group work is supported by literaturemapping, class discussions and multiple feedback. The course projects are continuouslypresented in class for review and improvement. The aim of the course is to get familiar with coreaspects of new media.

Modalitäten: Module interdisciplinaire : 16 ECTSCours optionnel : 3 ECTS // 20 UELangues d'enseignement : Anglais, Français

Sprache: Anglais

Pflichtkurs: Non

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

• 10% Course participation• 20% Individual mapping: The researcher as a multicultural subject• 10% Individual mapping: My research landscape• 60% Group Assignment : Extended analysis of a small-scale study project on interactional

media use


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

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

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

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

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

Professor: MAX Charles Joseph

Mondialisation, représentations et pratiques des langues


ECTS: 2



Objektiv: Ce séminaire propose un état des lieux des recherches qui nourrissent la réflexion sur ledéveloppement du répertoire plurilingue dans différents contextes sociaux marqués par lescontacts de langues, l'immigration et la mondialisation. La visée générale du séminaire estl'examen de ces situations de plurilinguisme donné et de plurilinguisme visé par le biaisdes représentations sociales et des biographies langagières, analysées à la fois en tant quepratiques discursives et contenus sémantiques, d'autant qu'elles interviennent de manièrecruciale dans l'acquisition des ressources linguistiques dans les situations de contacts delangues. La question centrale à traiter sera la suivante : comment les compétences plurilinguesconstruites en milieu social doivent-elles s'articuler à celles acquises dans l'école ?

Beschreibung: Depuis plus de dix ans, l'espace européen se constitue en entité géopolitique spécifique, demoins en moins réductible à la somme des pays qui la composent. Le rôle que jouent leslangues dans l'architecture politique, économique et sociale de cet ensemble se repère dansun certain nombre de textes qui invitent à une vision contextualisée de la diversité linguistiqueet culturelle, tel que le Précis du plurilinguisme et du pluriculturalisme. De ce point de vue, lalangue n'est pas seulement un système linguistique mais aussi une représentation et/ou unepratique sociale complexe par laquelle le locuteur, en tant qu'acteur social et locus du contactde 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, lesoutils d'analyse privilégiés par la linguistique, l'ethnographie et les recherches en acquisition deslangues pour la description des situations complexes de contact seront mis à contribution pourl'analyse et la compréhension des phénomènes en jeu dans la transmission des langues et dansla construction identitaire attachées aux langues et aux pratiques (orales et littéraciées). Uneattention 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'analysede corpus.

Modalitäten: Module interdisciplinaire : 16 ECTSCours optionnel : 2 ECTS // 15 UELangue d'enseignement : Français

Sprache: Français

Pflichtkurs: Non

Evaluation: Le travail final consistera à analyser un mini-corpus sous forme d'un dossier écrit de 5-6pages. Ce travail sera préparé au cours du séminaire par des lectures, des synthèses et desprésentations orales en rapport avec les thèmes abordés.

Remark: Selected Bibliography• 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.



• 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

Professor: STRATILAKI Sofia

Linguistic Diversity and Social Justice


ECTS: 3

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

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

• Explore the various dimensions of linguistic stratification and linguistic subordination• Analyze the ways in which linguistic diversity mediates social justice in liberal democracies

undergoing rapid change due to high levels of migration and economic globalization• Use case-study approaches to real world instances of linguistic injustice in various domains

such as education or community participation

Beschreibung: The course will consists in power-point and video presentations, discussions, and explorationof various institutional websites such as 1) those of the Council of Europe and the EuropeanCommission, and The Centre for Applied Linguistics (CAL) in the US, 2) Ethnologue, 3) thoseof various associations dedicated to the sustainability of linguistic diversity in civil society, and4) the website of the UN on sustainable development goals.


Pflichtkurs: Non

Evaluation: • Oral presentation: 15/20 mn in class.• Students will be asked to work in groups, choose a website related to linguistic diversity and

analyze critically whether it addresses issues of social justice or not, and how.


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

• Blommaert, Jan (2010) Sociolinguistics of globalization, Cambridge: CUP• Piller, Ingrid (2017) Linguistic Diversity and Social Justice, Oxford, OUP• Skutnabb-Kangas, Tove, Phillipson, Robert and Mohanty, Ajit, K., and Panda, Minati (eds)

(2009) Social Justice Through Multilingual Education, Bristol: Multilingual Matters• Weber, Jean-Jacques (2015) Language Racism, London: Palgrave Macmillan

Professor: HELOT Christine



The Fundamentals of Translation

Modul: Languages - Advanced II (Semester 3)

ECTS: 2

Objektiv: The aim of this course is for the students to acquire a basic knowledge of the fundamentalelements concerning translation and the translator's duties and roles. At the end of this module,they will have gained an understanding of the basic notions of the art of translating, as wellas some knowledge about the methods and tools used to master an efficient multilingualcommunication. They will have an overview of the main challenges and requirements thattranslators need to face nowadays.

Beschreibung: This course provides an introduction to the main aspects of translation and is designed mainlyfor students who have not yet followed any courses on translation. Students will receive thetools and information required to master the basics of translation and an efficient multilingualcommunication. The course will be divided into the following subject matters, and workshopswill be organized around the last 4.

• Principes de base de la traduction, partie 1 : Histoire et théorie (Basic principles of translation,part 1: History and theory)

• Principes de base de la traduction, partie 2 : Les règles, techniques et procédures (Basicprinciples of translation, part 2: The rules, techniques and procedures)

• Translation tools, Translation memories, Translation technologies• Part 1 : Style guides, glossaries, termbases

Part 2 : copywriting et Plain language• Proofreading / Editing• Transcreation• Social Media writing and translation


Pflichtkurs: Non

Evaluation: Students will be evaluated on the quality of their essays (the first one will be required at the endof the 3 first courses and the second after the 4 last ones), as well as their collaboration in classand during the workshops.

Professor: CARTON Isabelle

Atelier d'écriture journalistique

Modul: Languages - Advanced II (Semester 3)

ECTS: 2

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

• Choisir un angle d'attaque pour un article de presse écrite



• Cibler les questions principales que se pose leur public-cible sur un sujet• Identifier les meilleures sources pour y répondre• Choisir une forme journalistique adéquate (reportage, analyse, interview…) en fonction du

sujet, de l'angle et des sources• Structurer et rédiger le texte de façon simple, percutante et vivante• Rédiger un titre et un « chapeau » accrocheur et/ou informatif

Beschreibung: Cet atelier constitue une introduction au traitement journalistique d'un sujet. Un bon article depresse écrite ne nécessite pas seulement un style simple, percutant et vivant. En amont de larédaction, une série de choix se posent au journaliste. Cet atelier propose d'apprendre à choisirun angle d'approche, à cibler les questions principales que se pose un public-cible, à identifierles meilleures sources d'information et à opter pour la meilleure forme journalistique à donner autexte (reportage, analyse, interview, etc.). Il s'agit ensuite de vérifier l'information, de la mettreen perspective, de se l'approprier pour pouvoir y inviter le lecteur.La participation à cet atelier nécessite des bonnes compétences en français écrit, car ilimpliquera de rédiger dans cette langue.

Sprache: Français

Pflichtkurs: Non

Evaluation: Évaluation continue. Le travail final consistera en la réalisation d'un article de presse au choix :enquête, reportage, photo-reportage, interview, récit…


• Antoine, F. & Dumont, J.-F. (1995) Écrire au quotidien, pratique du journalisme. Lyon :Chroniques sociales.

• Charte de Déontologie de Munich, 1971.• Decodex, Un guide pour vous aider à y voir plus clair dans les informations sur Internet. Le

Monde, 2017• Flament N. (2010) Le carnet du rédacteur. Bruxelles : Institut Central des Cadres.• Voirol M. (1997) Guide de la rédaction. Montpellier. CFPJ.

Professor: DECHAMPS Maïder



Semester 4

Master Thesis

Modul: Research approaches - Master Thesis (Semester 4)

ECTS: 20


Pflichtkurs: Oui

Symposium


ECTS: 3

Beschreibung: At the end of the semester, the students organize a half day symposium. This event marks theend of the programme and is also an opportunity to gain hands-on experience in organisingan academic conference. During the Symposium, students will present their own research inparallel sessions and engage with invited plenary speakers who will also act as discussants forthe student presentations. Students shall take an active role in preparing the symposium and fulfilthe different roles involved in organising a symposium (ranging from building the programme,chairing sessions, introducing the plenary speakers, technical assistance etc.).


Pflichtkurs: Non

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


Master Class II


ECTS: 4

Objektiv: The aim of the Master class is double. On the one hand, students get involved in professionalacademic conversation as they meet and discuss texts with guest lecturers. On the otherhand, the Master class contributes to the development and finalization of the Master thesis. It



culminates in a Symposium that the students organize and that show-cases their research andfindings.

Beschreibung: In the course of the semester, the students meet on a regular basis to discuss their on-goingthesis work both with teachers in the program and scholars visiting the Master. These visitorscome to give their input and feedback on the students' projects and to discuss their ownperspectives on issues related to learning and communication in multilingual and multiculturalcontexts. In the course of the sessions, students practice and develop their analytical, criticaland writing skills in view of completing their thesis.

Sprache: Français, Anglais, Allemand

Pflichtkurs: Non

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


Research internship


ECTS: 4

Objektiv: The Research Internship is a follow-up on the Discovery internship (see description of DiscoveryInternship on Moodle). The research internship (6 ECTS) is done by a student who wishes towrite his/her master thesis in relation to an issue linked to the workplace where s/he has beenconducting a Discovery Internship during the 3rd semester and continues to do an internship inthe 4th semester. It is only possible to do the Research Internship if one has done the DiscoveryInternship in the same company the semester before.With the Research Internship, in addition to carry out the tasks that have been agreed upon withthe supervisor in the company, the student is given time to conduct research in/for the company.The final product in this case is a Master thesis (20 ECTS).The Research Internship typically lasts 3-4 months.The Research internship takes place between January and June of the last semester in thecourse of study of the student (4th semester).

Sprache: Français

Pflichtkurs: Non

Evaluation: The internship is assed through the 'Evaluation report' (a document filled in by your supervisorin the workplace) : Ask your supervisor in your company to fill in the 'Evaluation report' that canbe found on Moodle and to return it to : [email protected] at the latest 2 weeks afterthe internship.The Internship is assessed as passed if the student:

• has done the full internship• has submitted the evaluation report from the company• has collected data for research during the internship



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


Documents

Introduction à l'ethnographie 20 3 Research Approaches 12 ...€¦ · what it means to be "doing ethnography" themselves. Through various in- and out-of-class exercises, and the