����ͷ��

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

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

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

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

Selected Bibliography

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


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


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


• Tsing, Anna. 2007. Friction: An Ethnography of Global Connection. Berkeley: ����ͷ��versity of California Press.
  


• Holmes, Seth. 2013. Fresh Fruit, Broken Bodies: Migrant Farmworkers in the ����ͷ��ted States. Berkeley: ����ͷ��versity of California Press.
  

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

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

• what the links between language and identity are��


• what the chances and pitfalls of revitalizing a language are��


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


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


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

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

Continuous assessment (100%): essay

Selected Bibliography��

Essential textbook:

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

Additional Recommended Reading:

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


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


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


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

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

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

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

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

Selected Bibliography

• Barrett, M. 2012 Intercultural Competence

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


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

[see Series 2012]

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


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


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

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

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

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

Evaluation :

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

Selected Bibliography

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

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

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

A la fin du cours les étudiants seront capables de:

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


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


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


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

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

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

Selected Bibliography

​

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


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


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


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


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


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


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


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


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

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

Through reading multiple texts, discussing texts in the course, and writing an essay, you will gain a critical understanding of:

• key concepts of bilingualism and multilingualism;
• ideologies and theories underpinning language practices at home and at school; and
• the ways in which individual, social and societal factors interact in language learning

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

In the seminars, you will have lectures, work in groups, and present the ideas of you essay to your fellow students.

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

Bibliography:

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

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


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


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


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


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


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


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


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


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


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

��

��

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

Der Kurs soll Studierende befähigen:

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


• bestimmte Grenzziehungen als sozial konstruiert zu erkennen und zu erklären;


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


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

The course shall enable students to do the following:

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


• examine critically borders as physical and discursively constructed categories;


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


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

Im Kurs werden wir:

• Grenzerfahrungen und Grenzziehungsprozesse vor dem Hintergrund theoretischer Texte und empirischer Fallstudien aus mehrsprachigen Lehr- und Lernkontexten untersuchen,
• mehrsprachiges Lernen im deutschen Grundschulkontext, vor allem anhand eines deutsch-italienischen bilingualen Projektes näher betrachten,
• eine Bandbreite verschiedener empirischer Daten ansehen, und
• methodische Fragen, v.a. im Bereich der life history research diskutieren��

In the course we will do the following:

• examine bordering processes drawing on theoretical key readings and case studies from multilingual educational contexts;
• focus particularly on bilingual primary education in Germany (a German-Italian two-way immersion programme)
• analyse a wide range of qualitative data exploring the emergence, interplay and negotiation of boundaries of various kinds; and
• reflect on methodological issues around life history as a research method.
  

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

Bibliographie

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


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


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

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

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

Artificial Intelligence (AI) Landscape and the Position of Deep Learning Within It
o Introduction to AI
o Historical Evolution of AI
o Types of AI: Narrow, General, Superintelligent
o Overview of Machine Learning
o Deep Learning: Definition and Importance
o Key Deep Learning Architectures

Applied Overview of Some Accessible Artificial Intelligences
o Introduction to AI Applications
o Text and Language Processing AI
o Image and Video Processing AI
o Speech and Audio Processing AI
o Practical Experimentation with AI Tools

Key Concepts in AI
o Algorithms and Models
o Training, Validation and Testing Data
o Supervised, Unsupervised, and Reinforcement Learning
o Neural Networks Basics

AI in Language and Communication
o Natural Language Processing (NLP) Fundamentals
o Machine Translation Techniques
o Chatbots and Conversational AI
o Prompt engineering techniques

AI in Multilingual Contexts
o Challenges in Multilingual NLP using AI
o Techniques in Machine Translation
o Cross-Lingual Transfer Learning
o Tools and Platforms for Multilingual AI
o Examples of Multilingual AI Applications

AI in Multicultural Contexts
o Understanding Cultural Biases in AI
o AI Applications for Cross-Cultural Communication
o Cultural Nuances in AI Models
o Developing Culturally-Aware AI

Ethical and Legal Dimensions of AI
o Ethical Considerations in AI Development
o Addressing Bias and Fairness in AI
o Legal Implications of AI Usage
o Data Privacy and Security
o Regulatory Frameworks and Guidelines

Practice in Groups Through Mini-Project of a Persona-Based Chatbot
o Introduction to the Mini-Project
o Defining the Persona and Scope
o Selecting Appropriate Tools and Technologies
o Development Phases: Design, Build, Test
o Evaluation and Presentation of the Chatbot Project

Project: 100%

Bibliography :

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


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


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


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


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


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


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

• Course title: Postcolonialism, Language and Work
• Number of ECTS: 2
• Course code: MALDMMC-279
• Module(s): Organizational Discourse and Business Communication
• Language: EN
• Mandatory: No

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

• Think more critically about the connections between (post)colonialism, migration and language, how they interact and shape social (in)equalities


• Gain a deeper insight into the complexity of workplace interactions, on which language and history come to bear, and


• Conduct a small empirical ethnographic inquiry on a specific migrant group of their choice, exploring issues of communication and power relations.

The course is based in (takes) ethnographic sociolinguistics and postcolonial approaches to the study of migration and social (in)equalities. It will help students to deepen their understanding of how migrants, the historical conditions of their journey and the languages they bring can act as a symbolic capital or as a proxy. The course investigates how these factors can impact the migrant’s access to work and their workplace interactions (e.g., with co-workers and managers), leading to the reproduction, contestation, or reversion of colonial legacies. These processes are understood with the complex relations of power in organizations especially in the contexts of profoundly multi-ethnic and multilingual societies, such as Luxembourg. The course revisits and draws on the concepts of (post)colonialism/postcolonial spaces,��coloniality, linguistic market, and symbolic capital, among others. These serve as key theoretical tools to help grasp past and contemporary sites of struggles such as migration, language, workplace and race. At the same time, the aim of this course is to tackle the often ahistorical’ and romanticized ways people think about multilingualism, postcolonialism and migration.

• active participation in seminar discussions;��


• a small empirical project (ethnographic inquiry)��


• an oral presentation (including a PowerPoint Presentation or a handout) reporting on the small empirical study (a topic of the ethnographic inquiry) OR a 1800-word essay on the same topic (students can write in English, or French, other options can be discussed with the tutor)

Selected Bibliography:

• Angouri, J. (2018). Culture, discourse, and the workplace. New York: Routledge.


• Bourdieu, P. (1991). Language and symbolic power. Cambridge. MA: Harvard ����ͷ��versity Press.��


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


• Heller, M., McElhinny, B. (2017) Language, capitalism, colonialism: Toward a critical history. ����ͷ��versity of Toronto Press.


• Maldonado-Torres, N. (2007). On the Coloniality of Being. Cultural Studies 21 (2-3), 240-270.��


• Prasad, A. (2003). The Gaze of the Other: Postcolonial Theory and Organizational Analysis’, in A. Prasad (Ed.), Postcolonial Theory and Organizational Analysis: A Critical Engagement (pp. 3-43). New York: Palgrave Macmillan.


• Tavares, B. (2020). Multilingualism in Luxembourg: (Dis) empowering Cape Verdean migrants at work and beyond. International Journal of the Sociology of Language, 2020(264), 95-114.


• Ulus, E. (2015). Workplace emotions in postcolonial spaces: Enduring legacies, ambivalence, and subversion. Organization, 22(6), 890-908


• Veronelli, G. (2015). The coloniality of language: Race, expressivity, power and the darker side of modernity. Wagadu 13, 108–34.


• Åkesson, L. (2021). European migration to Africa and the coloniality of knowledge: the Portuguese in Maputo. Third World Quarterly, 42(5), 922–938.


• Bourdieu, P. (1977). The economics of linguistic exchanges. Social science information, 16(6), 645–668.


• Purtschert, P., F. Falk, and B. Lüthi (2016) “Switzerland and ‘Colonialism without Colonies’: Reflections on the Status of Colonial Outsiders,” Interventions, 18 (2): 286–302.


• Duchêne, A. (2020) Multilingualism: An insufficient answer to sociolinguistic inequalities. International Journal of the Sociology of Language, 2020(263), 91-97.

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

In diesem Kurs lernen die Studierenden:

• Verschiedene Forschungsansätze zu interkultureller Kommunikation kennen
  


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


• Handlungsstrategien für interkulturelle Interaktionssituationen entwickeln
  

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

Gruppenarbeit zu einem der Seminarthemen

Selected Bibliography

��

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

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

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

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• Course title: Terminology in the UE
• Number of ECTS: 3
• Course code: MALDMMC-210
• Module(s): Organizational Discourse and Business Communication
• Language:
• Mandatory: No

• 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


• Terminology and ontologies

The course is taught by a series of professionals working in the field of translation and terminology at the European Parliament. Each lecturer teaches one session, in the form of a formal presentation or a more hands-on seminar on a specific sub-topic. The goals are to:

• learn what multilingualism in the EU environment really means and how many aspects of life and work it affects
• learn about the importance and place of translation and terminology work in the EU institutions and how it is organised
• get acknowledged with the importance of terminology work in a multilingual legislative environment, be introduced into the basic concepts of terminology and into the technical and translation-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 and are reflected in particular translations

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

• Course title: Nature & Society 1
• Number of ECTS: 3
• Course code: MALDMMC-281
• Module(s): Globalization, Digital Media and Migration
• Language: FR
• Mandatory: Yes

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

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

• Presentation: 30%


• Essay: 70%

Selected Bibliography

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

• Course title: Digital transnational communities: Migration, membership and mediated communication
• Number of ECTS: 2
• Course code: MALDMMC-268
• Module(s): Globalization, Digital Media and Migration
• Language:
• Mandatory: No

This class engages the complex sociolinguistics of transnational digital communities. Students will explore issues of language choice, mediation, and the emergence, maintenance, and linguistic demarcation of communities in digital environments connecting users across geographic space.

Transnational digital communities in the 21st century, and their language practices, are characterized by levels of diversity that trouble many received notions in sociolinguistics. Transience and internal heterogeneity often require active (re-)negotiation of linguistic and pragmatic norms as well as membership status. Digital mediation of linguistic practices offers both new affordances – e.g. by creating space for the written representation of oral vernaculars – and constraints, such as asynchronicity, anonymity or pseudonymity. Linguistic and group affiliations may be multiple, layered, and partially conflicted.

This class engages the complex, creative, and contested ways in which members of digital transnational communities use language to achieve communicative goals, project their own and others’ identities, and delineate the meaning of ‘community’ in digital space. Central theoretical foci in this regard are a) notions of place and community under conditions of migration and mediation, b) the relationship between mediated language practices, diversity and authenticity, c) the issue of transience and under-specified linguistic-pragmatic norms.

Students will familiarize themselves with the relevant theoretical concepts (day 1) and apply them to actual examples from digital transnational communities (day 2). They will then identify a community of their own choice and conduct a case study incorporating the theoretical foci outlined above, which they will present to the rest of the group (day 3). The class will conclude with a joint discussion of the empirical, methodological and theoretical insights gained through these case studies (day 4).

Design of a case study, presentation in class

Bibliographie:��

Androutsopoulos, Jannis and Kasper Juffermans 2014. Introduction to Special Volume “Digital language practices in superdiversity”. Discourse, Context Media 4/5: 1–120.
Androutsopoulos, Jannis and Kristin Vold Lexander. 2021. Digital polycentricity and diasporic connectivity: A Norwegian-Senegalese case study. Journal of Sociolinguistics 25(5): 720–736.

Belling, Luc and Julia De Bres. 2014. Digital superdiversity in Luxembourg: The role of Luxembourgish in a multilingual Facebook group. Discourse, Context and Media 4/5: 74–86

Budach, Gabriele and Ingrid de Saint-Georges. 2017. Superdiversity and language. In Suresh Canagarajah (ed.), The Routledge Handbook of Migration and Language. New Yok: Routledge, 63–78.

Heyd, Theresa. 2014. Doing race and ethnicity in a digital community: Lexical labels and narratives of belonging in a Nigerian web forum. Discourse, Context and Media 4/5: 38–47.

Jacquemet, Marco. 2019. Beyond the speech community: On belonging to a multilingual, diasporic, and digital social network. Language Communication 68: 46–56.����

Mortensen, Janus. 2017. Transient Multilingual Communities as a Field of Investigation: Challenges and Opportunities. Journal of Linguistic Anthropology 27(3): 271–288.

Piller, Ingrid. 2016. Introduction. In Piller, Ingrid (ed.) Language and Migration. Critical Concepts in Linguistics. London: Routledge, 1–20.

Tseng, Amelia and Lars Hinrichs. 2021. Introduction to Theme Issue “Mobility, polylingualism, and change: Toward an updated sociolinguistics of diaspora”. Journal of Sociolinguistics 25(5): 649–661.

• Course title: Exploring AI
• Number of ECTS: 3
• Course code: MALDMMC-276
• Module(s): Languages
• Language: EN
• Mandatory: No

By the end of the course, the students will:

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


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

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

Group project

Individual reflective essay

Bibliography:

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

• Course title: Italiano A1
• Number of ECTS: 3
• Course code: LC_CAT-283
• Module(s): Languages
• Language: IT
• Mandatory: No

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

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

��

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

This course aims to develop basic language skills with the objective of enabling complete beginners to reach A1 level (A1.1 in the winter term and A1.2 in the summer term).

Communication skills: Students will learn to understand simple written texts and engage in oral communication on topics such as family, food and shopping, appointments, hobbies and leisure activities, furniture and living arrangements, tourist attractions, and urban living.
Grammar: The students will learn regular and irregular verbs in the present and perfect tenses, articles and nouns with gender and cases, modal verbs, interrogative and imperative forms, sentence structure, pronouns, prepositions, connectors, participles, and other basic grammatical structures.
Course design: This is a blended learning course in which students develop their language skills both in class and on an e-learning platform (Moodle).
The objective of the classroom work is the continued acquisition of basic oral and written skills through communicative activities in speaking, listening, writing, and reading–individually, in pairs, and in groups.
The objective of the Moodle activities is to consolidate and deepen what has been learned in class. Additionally, in A1.2, students will create a writing portfolio with two short texts as part of these activities. They will also give a hort in-class presentation on an everyday topic during the semester. The course concludes with a test covering the communicative activities listening, reading, and writing as well as grammar.

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

• Understand and provide information about themselves and general personal matters


• Understand and give information about their leisure activities and making appointments


• Understand and provide information about rooms, apartments, and furniture


• Understand and provide information about clothes, fashion, and shopping


• Understand and give information about attractions and towns in the German-speaking countries


• Perform everyday linguistic actions


• Understand and write simple texts like emails or SMS messages.

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

• 
  Speaking skills will be evaluated through an oral presentation.


• Listening, writing, and reading skills will be evaluated through a handwritten exam.

Listening: Key information from listening texts (radio, TV, etc.) must be understood.
Reading: Key information must be found in short reading texts or derived by answering related questions.
Writing: Basic text production is required.
Notes on the use of AI
The unauthorized or inappropriate use of AI, as well as the copying of work created by others and presenting it as one’s own in the preparation of oral or written texts, may result in the initiation of disciplinary proceedings by the ����ͷ��versity. See: /wp-content/uploads/sites/9/2025/03/VRA_Disciplinary-procedure-fraud-plagiarism_directive_v4_EN.pdf

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Bibliography

Birgit Braun et. al.: DaF kompakt ne uA1(Deutsch als Fremdsprache) Kurs- und Übungsbuch +2 Audio CDs. Klett. Stuttgart 2017

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

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In this course (30h) you will learn to understand basic German sentences, to express easy statements, present yourself and others and to write some simple sentences and expressions. You will read very simple textes and understand the main information and important words. You will be able to ask basic questions and to interact in a very short dialogue.
In diesem Kurs (30 Stunden total) lernen totale Anfänger Deutsch zu verstehen, sehr einfache Sätze zu schreiben, leichte Texte zu lesen, wichtige Informationen zu verstehen, Aufgaben dazu zu bearbeiten und sich mündlich vorzustellen sowie über Alltagsthemen kurz zu sprechen. Die Teilnehmer lernen auch Fragen zu stellen und können somit an einem kurzen Dialog teilnehmen.

Evaluation and attendance requirements:

Two small written exams and one oral test during the classes. Each counts 10% and the end test 70%.��
The participation during the classes counts also. Usine AI programs during exams is not allowed!
Using AI during the classes is only allowed if anounced by the professor.��
In order to get your ECTS you also need to be present in the classes (a maximum of 2 absences is authorized)

Required Textbook
Hermann Funk et.al: Das Leben A1 (Deutsch als Fremdsprache) Kurs- und Übungsbuch. Cornelsen. Berlin 2020; E-book and PagePlayer-App are included in the book.
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• Course title: Deutsch allgemein A2.1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-280
• Module(s): Languages
• Language: DE
• Mandatory: No

��

The objective of the online-classroom work is the continued acquisition of basic oral and written skills through communicative activities in speaking, listening, writing, and reading–individually, in pairs, and in groups.
The objective of the Moodle activities is to consolidate and deepen what has been learned in class. A reading project tailored to the students’ proficiency level will be integrated into these activities. Additionally, students will develop a writing portfolio with two short texts and give a short in-class presentation on a university-related topic during the semester. The course concludes with a test covering the communicative activities listening, reading and writing as well as grammar.

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

• Understand�� �� and�� �� provide�� �� information�� �� about�� �� university life, family, profession, tourism and culture, sports and food, learning experiences, media and communication, travel and climate, as well as mobility and professional life.
• Understand and provide information about past activities.
• Ask for help, make recommendations and suggestions, and convey hope and surprise. Students will also be able to discuss learning experiences and habits, express happiness, enthusiasm, and disappointment, as well as satisfaction and dissatisfaction, and show interest and disinterest. Additionally, students will be able to book rooms, give directions, talk about the weather, and explain things.
• Give a short presentation on a university-related topic.
• Compose basic texts and revise them with the support of the teacher.

This online-course aims to develop language skills to achieve levelA2inGerman(A2.1 in the winter term and A2.2 in the summer term).
Communication skills: Students will learn to understand written and oral texts about everyday life and, to some extent, university life. They will be able to speak about a variety of everyday topics and handle different everyday situations linguistically. Additionally, they will write typical short texts used in daily communication.
Grammar: The course covers the perfect tense (regular and irregular verbs), possessive pronouns, prepositions, adjective declension, common conjunctions, reflexive verbs, temporal conjunctions, local prepositions, the passive voice, phrase construction, dative and accusative objects, verbs with prepositions, the past tense, demonstrative pronouns, relative clauses, and relative pronouns.
Course design: This is a blended learning course in which students develop their language skills both in presence online and on an e-learning platform (Moodle).

Evaluation

Speaking skills will be evaluated through an oral presentation online.
Listening, writing and reading skills will be evaluated through a handwritten exam. Attention: This exam will be organized on-site in the last week of the seminar.

Listening: Key information from listening texts(radio, TV, etc.) must be understood.
Reading: Key information must be found in short reading texts, or questions about these texts must be answered.
Writing: Basic text production is required.

Notes on the use of AI
The unauthorized or inappropriate use of AI, as well as the copying of work created by others and presenting it as one’s own in the preparation of oral or written texts, may result in the initiation of disciplinary proceedings by the ����ͷ��versity. See: /wp-content/uploads/sites/9/2025/03/VRA_Disciplinary-procedure-fraud-plagiarism_directive_v4_EN.pdf��

��

Bibliography

Habersack, Charlotte(2020): Menschen A2. Deutsch als Fremdsprache. Kursbuch. Ismaning: Hueber.
Breitsameter, Anna(2023): Menschen A2. Deutsch als Fremdsprache. Arbeitsbuch. Ismaning: Hueber.
Luger, Urs: Schiller, Schiller. Hueber-Verlag (will be made available online as a PDF and as an audio file)

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

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

��

Am Ende des Kurses sollen die Teilnehmer in der Lage sein,

• 
  die Hauptinformationen eines geschriebenen oder gesprochenen Textes zu verstehen, wenn klare Standardsprache verwendet wird und es um vertraute Dinge aus Alltag und Beruf geht.
  


• 
  die meisten Situationen, denen man im Alltag im deutschsprachigen Raum begegnet, bewältigen zu können.
  


• 
  sich zusammenhängend über vertraute Themen und persönliche Interessengebiete äußern zu können.
  


• 
  über Erfahrungen und Ereignisse zu berichten und Träume, Hoffnungen und Ziele zu beschreiben sowie kurze Begründungen oder Erklärungen zu geben
  

Der Kurs richtet sich an Studierende mit dem Niveau B1, die ihren mündlichen und schriftlichen Ausdruck verbessern und ihre Grammatikkenntnisse vertiefen möchten.��
Im Kurs werden unterschiedliche Themen aus den Bereichen Alltag, Studium und Beruf behandelt und Hilfsmittel gegeben, um sich in diversen Situationen mündlich und schriftlich adäquater auszudrücken. Die Teilnehmer werden in Einzel-, Paar- und Gruppenarbeiten alle vier Fertigkeiten (Hören, Sprechen, Lesen, Schreiben) trainieren und grammatikalische Strukturen erlernen, die auf diesem Niveau häufig Schwierigkeiten bereiten.

Für einen erfolgreichen Abschluss des Kurses sind eine kontinuierliche und aktive Teilnahme am Unterricht erforderlich und maximal drei Fehltage zulässig. Die KursteilnehmerInnen bekommen regelmäßig Hausübungen, die korrigiert und mit Feedback versehen, aber nicht benotet werden.
Die Gesamtnote des Kurses setzt sich zu 50% aus drei Minitests (Hausarbeiten oder kurze Tests im Unterricht) sowie zu 50% aus einem schriftlichen Abschlusstest in der letzten Kurswoche zusammen.

Bibliografie

Braun-Podeschwa, J., Habersack, C., Pude, A. (2015). Menschen. Deutsch als Fremdsprache B1. München: Hueber-Verlag.
Buscha, A., Szita, S. (2013). Begegnungen. Deutsch als Fremdsprache. Sprachniveau B1+.�� ��Leipzig: Schubert-Verlag.
Koithan, U., Schmitz, H., Sieber, S., Sonntag, B. (2014). Aspekte neu B1 plus: Mittelstufe Deutsch. Lehr- und Arbeitsbuch.�� ��München: Klett.������

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

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

Am Ende des Kurses sollen die Teilnehmer in der Lage sein,

• die Hauptinhalte komplexer Texte zu konkreten und abstrakten Themen zu verstehen.


• Fachdiskussionen im eigenen Spezialgebiet�� zu verstehen.


• sich zu einem breiten wissenschaftsbezogenenen Themenspektrum klar und detailliert auszudrücken, einen Standpunkt zu einer aktuellen Frage zu erläutern und Vor- und Nachteile anzugeben.

Der Kurs richtet sich an Studierende, die bereits Vorkenntnisse in Deutsch besitzen (Niveau B1) und die ihren schriftlichen und mündlichen Ausdruck auf Niveau B2 verbessern und ihre Grammatikkenntnisse vertiefen möchten.

In diesem Kurs können 3 ECTS-Punkte erworben werden. Voraussetzungen für einen erfolgreichen Abschluss sind die regelmäßige Teilnahme am Unterricht (maximal 3 Abwesenheiten), die Bearbeitung von mindestens 80% der Online-Übungen, eine mündliche Präsentation und die erfolgreiche Teilnahme (mindestens 60%) an einem Abschlusstest.
��

Bibliographie

• Bayerlein, Oliver (Hrsg.): Campus Deutsch. München: Hueber 2015


• Esselborn-Krumbiegel, Helga: Richtig wissenschaftlich schreiben (5. Auflage). utb 2017


• Gruber, Helmut, Huemer, Birgit, Rheindorf, Markus: Wissenschaftliches Schreiben: Ein Praxisbuch für Studierende der Geistes- und Sozialwissenschaften. Wien: Böhlau 2009

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��

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

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

Ziel des Kurses ist es, einen sicheren Umgang mit den Merkmalen, Strukturen und Ausdrucksformen wissenschaftlicher Texte zu erlangen – sowohl im Hinblick auf das Textverständnis als auch auf die eigenständige Erstellung wissenschaftlicher Arbeiten.

Beschreibung
Der Kurs richtet sich an Studierende aller Fachrichtungen mit dem Sprachniveau C1, die ihre mündlichen und schriftlichen Ausdrucksfähigkeiten im wissenschaftlichen Kontext vertiefen möchten.
Inhalte
Im Mittelpunkt des Kurses stehen das Lesen, Überarbeiten und Verfassen wissenschaftlicher Texte sowie das Üben von Präsentationen und Diskussionen im akademischen Kontext. Ein besonderer Schwerpunkt liegt dabei auf dem Gebrauch des Deutschen als Wissenschaftssprache – insbesondere in Bezug auf den Aufbau und die Struktur wissenschaftlicher Texte, den gezielten Einsatz fachsprachlicher Lexik und komplexer Satzstrukturen sowie grammatikalische Herausforderungen, die im Studium von zentraler Bedeutung sind.

��
Für einen erfolgreichen Abschluss des Kurses sind eine kontinuierliche und aktive Teilnahme am Unterricht erforderlich und maximal drei Fehltage zulässig. Die Gesamtnote setzt sich zu gleichen Teilen aus vier unterschiedlichen Aufgaben zusammen – dazu zählen unter anderem das Verfassen und Überarbeiten von Texten, mündliche Präsentationen sowie gezielte Wortschatzarbeit.
��

��
Bibliographie
Bayerlein, Oliver (2013): Campus Deutsch – Lesen. München: Hueber Verlag
Bayerlein, Oliver (2014): Campus Deutsch – Präsentieren und Diskutieren. München: Hueber Verlag
Bayerlein, Oliver (2015): Campus Deutsch – Hören und Mitschreiben. München: Hueber Verlag
Bayerlein, Oliver (2015): Campus Deutsch – Schreiben. München: Hueber Verlag
Esselborn-Krumbiegel, Helga (2010): Richtig wissenschaftlich schreiben. Paderborn: Verlag Ferdinand Schöningh
Gruber, Helmut, Huemer Brigit Rheindorf, Markus (2009): Wissenschaftliches Schreiben: Ein Praxisbuch für Studierende der Geistes- und Sozialwissenschaften. Wien: Böhlau
Lange, Ulrike (2013): Fachtexte lesen – verstehen – wiedergeben. Paderborn: Verlag Ferdinand Schöningh
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• Course title: Nederlandse taal en cultuur – Dutch language and culture
• Number of ECTS: 3
• Course code: LC_CAT-279
• Module(s): Languages
• Language: NL, EN
• Mandatory: No

During this introductory course to Dutch language and culture, the focus will be on oral expression, as well as on acquiring basic Dutch vocabulary and grammar. Particular attention will be paid to culture, especially from a contrastive perspective.

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

• communicate in everyday situations (introduce themselves, greet others, thank others, ask simple questions, request information, etc.)��


• 
  talk about their daily and academic activities


• use basic Dutch grammar structures


• write short texts (letters, emails, CVs, etc.)


• describe facts, events and cultural elements related to Dutch-speaking society compared to the language background of the students.

This course is an introduction to the Dutch language and Dutch-speaking culture (the Netherlands and Flanders).

State attendance requirements: a maximum of 1 absence is authorized.
Active participation in class: 20%
Final oral exam: 80%. The oral exam will consist of two parts: a free conversation on the subject matters covered in class and a presentation on a Dutch or Flemish city of the student’s choice.

��
Bibliography:
B. Sciarone e.a. (2024), Nederlands voor anderstaligen – tekstboek In 42 lessen van niveau 0 naar A2, Boom, ISBN 9789024465187.
Ph. Hiligsmann e.a. (2023), Néerlandais – 100 fautes. Les erreurs courantes des francophones, De Boeck supérieur, ISBN 978-2-8073-5116-5.
��
��

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

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

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

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

Note that you must attend at least 8 out of 10 sessions per semester and pass the course to be awarded credits.
Per semester, your grade is composed of the following:

• Written and oral assignments (40%).
• Final test (60%)that will cover reading, writing, listening, grammar and vocabulary. This test will take place in person, without the use of aids.

Required Textbook

Hewings, M. (2012). Cambridge Academic English, an integrated skills course for EAP. Upper Intermediate Student’s Book + audio CD and DVD. Cambridge ����ͷ��versity Press. ISBN 978-0521165204
Note: Do not buy the textbook immediately!

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

��

Aims and intended learning outcomes
��
Language Development
Objective: Enhance students’ accuracy and diversity in grammatical and lexical usage for both written and spoken academic contexts.
Learning Outcomes
:
By the end of the course, students should be able to:
Exhibit improved accuracy and variety in language use.
��
Academic Writing
Objective: Equip students with skills to craft different sections of academic texts.
Learning Outcomes
:
By the end of the course, students should be able to:
Organise ideas and write an essay outline.
Write a coherent essay introduction and conclusion.
Paraphrase and summarize information.
Synthesise citations, evidence and explanation
Use cause-and-effect language to write an essay. ��
��
Academic Reading
Objective: Enhance students’ abilities to engage with, understand and use an academic text effectively.
Learning Outcomes
:
By the end of the course, students should be able to:
Read for main ideas and detail in a text.
Summarise key information in a text.
Identify language to compare and contrast in an academic text.
Recognise fact and opinion.

��
Objective: Enable students to comprehend key features of lectures and extended talks.
��
Learning Outcomes
:
By the end of the course, students should be able to:
Listen to identify key points in a lecture.
Identify signposting language to navigate an academic discussion.
Utilise note-taking skills to capture spoken ideas and information.
��
Academic Speaking
Objective: Enable students to participate in seminars and academic discussions. Prepare students to deliver a short oral presentation effectively.
Learning Outcomes
:
By the end of the course, students should be able to:
Take part in an academic discussion.
Summarise and report on a seminar discussion.
Analyse and evaluate the structure of a presentation.
Use signposting language to deliver a coherent presentation.

��

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

Assignments: There will be 4 assignments (2 x Reading Writing / 2 x Listening Speaking combined), which will take place in class time. Assignments are not graded, but feedback will be provided after submission.
Assessments: Per semester, your grade (0/20) is composed of the following:
Reading Writing Assessment: The final Reading Writing exam will take place in a live classroom at the ����ͷ��, and will be graded.�� (10 marks)
Listening Speaking Assessment: The final Listening Speaking exam will take place in a live classroom at the ����ͷ��, and will be graded.�� (10 marks)
*You must attend at least 8 out of 10 sessions per semester and pass the course to be awarded credits.

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

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

��

Aims and intended learning outcomes
��
Language Development
��
Objective: Enhance students’ accuracy and diversity in grammatical and lexical usage for both written and spoken academic contexts.
Learning Outcomes
:
By the end of the course, students should be able to:
Exhibit improved accuracy and variety in language use.
��
Academic Writing
Objective: Equip students with skills to craft effective academic texts.
Learning Outcomes
:
By the end of the course, students should be able to:
Understand and implement coherent paragraph and text organization.
Utilise a variety of writing functions and sentence structures accurately.
Adhere to academic writing conventions.
Paraphrase, summarize, and synthesise information.
Write compelling introductions and conclusions for essays, theses and reports.
��
Academic Reading
Objective: Enhance students’ abilities to critically assess various sources and use information to support or develop arguments.
Learning Outcomes
:
By the end of the course, students should be able to:
Use text organization knowledge to comprehend texts.
Identify primary arguments and supporting ideas.
Select pertinent information.
Apply various reading, note-taking, and annotation techniques.
Analyse texts to understand words and phrases that express the author’s perspective.
��
��
��
Objective: Enable students to comprehend lectures and extended talks, and actively participate in seminars and academic discussions.
Learning Outcomes
:
By the end of the course, students should be able to:
Use strategies to understand diverse spoken features and styles in real-time and recorded speech.
Follow extended discourse in lectures and seminars.
Utilise note-taking skills to capture spoken ideas and information.
��
Academic Speaking
Objective: Enable students to participate effectively in seminars and academic discussions. Prepare students to deliver individual or group oral presentations effectively.
Learning Outcomes
:
By the end of the course, students should be able to:
Speak with increased confidence and fluency.
Communicate facts, concepts and arguments clearly.
Use language to challenge, inquire, and respond in academic discussions and situations.
Plan, research and deliver a presentation.

��

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

Assignments: There will be 4 assignments (2 x Reading Writing / 2 x Listening Speaking combined), which will take place in class time. Assignments are not graded, but feedback will be provided after submission.
Assessments: Per semester, your grade (0/20) is composed of the following:
Reading Writing Assessment: The final Reading Writing exam will take place in a live classroom at the ����ͷ��, and will be graded.�� (10 marks)
Listening Speaking Assessment: The final Listening Speaking exam will take place in a live classroom at the ����ͷ��, and will be graded.�� (10 marks)
*You must attend at least 8 out of 10 sessions per semester and pass the course to be awarded credits.

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

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

ONLINE COURSE

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

By the end the course, you should be able to do the following with reasonable efficiency at C1 level:

• Write texts using academic style with a wide range of language structures, vocabulary, cohesive devices and grammatical forms to convey your ideas clearly and precisely.


• Speak fluently in seminars and debates, express yourself accurately and clearly, and deliver presentations effectively – engaging the audience


• Understand complex academic texts


• Understand lectures and discussions


• Understand the structures and organisation of academic papers

��

online course

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

Please note : max. 2 absences accepted

Evaluation and Assessment
This may be altered slightly to suit the needs of the course, year by year . Particularly with the onset of AI, different methods of assessment are being considered and may be introduced.
At present, the anticipated structure of assessment is as follows:
Three assignments :

1. Structure of an introduction, organising a sentence puzzle and writing the 2nd half of the introduction including a thesis statement /objective


2. Paraphrase of a text


3. Giving a presentation (usually self-recorded on video)

An end-of-Semester test will take place and will be one of the following:

• Writing a short essay in class (350 – 500 words, handwritten)


• A written test paper in class
  • Questions on grammatical structures, phrasing and vocabulary
  • Short paraphrase


• An oral test done through discussion, both individually and in a group. (This is a less likely option.)




Weighting of assessments
The weighting is as follows (under review each Semester)
Introduction�� �� �� �� �� �� �� �� 22%
Paraphrase�� �� �� �� �� �� �� �� �� 22%
Presentation�� �� �� �� �� �� �� ��28%
Semester Test�� �� �� �� �� �� ��28%




If any changes are implemented, you will be informed in advance. It is unlikely that there would be a major change and the above information is a good guide.




��




��

Coursebook
There is no requirement to buy a course book for the course.��
We make use of two books:

• Oxford EAP Advanced.�� De Chazal Moore (2013)�� ISBN�� 9780194001779
• Cambridge Academic English (CAE) C1 Advanced. Hewings M. Thaine, C. (2012).�� ISBN�� 9780521165211

Due to the limited hours /time on the course, we use only a small part of each book combined with other materials.�� Naturally, you are free to buy one or both if you wish, and then use them for self-study, but it is not necessary for our English course.

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

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

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

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

Continuous assessment

The course evaluation will be based on two mini-tests worth 25%��each, and a final test that will account for 50% of the final grade.

Reference book to be purchased by each student

Bonjour et bienvenue A1.1 – tout en français – Livre-cahier + didierfle.app

ISBN 978-2278110803

There are also bilingual versions for level A1.1 (for English speakers, Arabic speakers, Korean speakers, Sino-Simplified Chinese speakers and Sino-Traditional Chinese speakers)

Reference manual (optional)

100% FLE – Grammaire essentielle du français A1 – livre + didierfle.app

ISBN978-2278109234

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

By the end of the course, students will be expected to :
��

• Be able to recognise and identify basic parts of speech.


• Understand and use familiar everyday expressions and basic phrases in French aimed at the satisfaction of needs of a concrete type.


• Introduce people (oneself and others) ; ask and answer questions about personal details such as where one lives, people one knows and things one has.


• Interact in a simple way if the other person talks slowly and clearly and is prepared to help.


• Be able to interact with people in the closer environment in the ����ͷ��versity and the City.

This intensive course starts with basic language skills with the objective for complete beginners to reach level A1. Students are involved in speech acts in interaction, listening to authentic training materials, and writing and reading communicative activities in individual and group work. Phonetics lessons will help students improve their pronunciation as well as their understanding. Integrated and explicit grammar will support communicative skills.

����

Details

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

��

• Two continuous assessments in speaking, listening, reading and writing, each accounting for 25% of the final grade


• a final exam in class accounting for 50% of the final grade

��
Bibliography – Reference books��(optional to progress individually)
��

• 
  Le Robert Collins français, visual dictionary, 2021

Indicative price: 8,20 €
��

• 
  Bonjour et bienvenue ! Introduction à la langue �ڰ�����ç��������, Didier, 2019 (book + CD)

Indicative price : 14,50 €
��
Available in multiple language versions to support learners in their native language. The instructions, grammar notes, and phonetics are adapted accordingly : All French /With English support /With Arabic support /With Simplified Chinese support /With Traditional Chinese support /With Korean support
��

• 
  �������ç������ pour étrangers, 150 activités ludiques, Nathan, 2025

Indicative price : 11,90 €
��
In this book, you fill find: activities to learn to express yourself well in French grammar, vocabulary, and conjugation, exercices, tests for self evaluation, corrected exercices, dialogue transcriptions
��
+ 20 dialogues to listen to by flashing QR codes
��
��
��
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• Course title: �������ç������ général A2.1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-289
• Module(s): Languages
• Language: FR
• Mandatory: No

Cours en présentiel – campus Belval

Ce cours a pour but de renforcer vos connaissances et vos pratiques en langue �ڰ�����ç��������, principalement écrite, afin d’enrichir vos productions d’écrits, non seulement dans le cadre de vos é�ٳܻ��� ou de votre ��é�پ���� mais aussi dans les situations de communication avec ��’a�ٰܳ���� personnes.

Objectifs et résultats d’apprentissage

A l’issue de ce cours vous serez capable de :

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

Dans une première partie, nous évaluerons vos besoins et ferons quelques révisions de grammaire telles que :

• Utilisation du présent, du présent progressif, du passé récent et du futur proche
• L’interrogation : qui, quoi, comment, est-ce que, quand, combien, …
• Conjugaison des verbes essentiels : faire, pouvoir, devoir, vouloir, savoir, connaître …
• Expression du temps : dans, depuis, il y a
• Utilisation des adjectifs possessifs
• Les lieux importants de la vie quotidienne
• la description
• les directions
• les professions

Puis nous approfondirons ces acquis et les enrichirons en travaillant principalement sur des documents authentiques issus de la vie quotidienne

Evaluation
L’évaluation se fera ainsi :
–�� �� �� �� ��50%�� : Notes de deux contrôles en classe (25% pour chaque contrôle)
Les contrôles comprendront des exercices de grammaire, de vocabulaire ainsi qu’un exercice de production écrite.)
–�� �� �� �� ��50%�� : Note du test final en classe à la fin de semestre (lors du dernier cours).
Le test final comprendra des exercices de grammaire et de vocabulaire, de compréhension écrite et orale, ainsi qu’un exercice de production écrite.
Les devoirs à la maison ne sont pas notés.
Les devoirs comprendront des exercices de grammaire, de vocabulaire et la rédaction d’un court texte personnel.
��Présence
La présence aux cours est obligatoire afin de valider les crédits ECTS attribués au cours de français général A2.
Au-delà de trois absences, l’étudiant/étudiante ne peut plus valider le cours.
Pas de notes sur la participation ni la présence au cours.

Bibliographie

• Alter Ego+, Niveau A1-A2, Editions Hachette


• Objectif Express 1 et 2, Editions Hachette
  


• Grammaire essentielle du français A2, 100% FLE, DidierFle

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��
��

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

Ce cours a pour but de renforcer vos connaissances et vos pratiques en langue �ڰ�����ç��������, principalement écrite, afin d’enrichir vos productions d’écrits, non seulement dans le cadre de vos é�ٳܻ��� ou de votre ��é�پ���� mais aussi dans les situations de communication avec ��’a�ٰܳ���� personnes.

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

• Donner une explication simple


• Parler de vos goûts, de vos projets


• Fixer, accepter/refuser un rendez-vous


• Parler de votre expérience universitaire et professionnelle


• Établir des comparaisons


• Demander et donner des conseils


• Raconter une expérience passée

��

��

Les premières heures se concentreront sur la révision des points de grammaire essentiels notamment :

• Le présent de l’indicatif
• Le futur proche
• Le passé composé
• La forme interrogative

Nous approfondirons ces acquis et aborderons :

• Les pronoms relatifs simples
• La négation
• Les pronoms Y/EN
• La place de l’adjectif
• La comparaison

Au-delà de l’aspect grammatical, nous aborderons la langue française à travers l’étude de documents authentiques issus de la vie quotidienne.

��L’évaluation se fera ainsi :
50 % Évaluations continues

• Production orale individuelle (jeu de rôle, description simple, présentation courte) (40%)

• Production écrite individuelle (e-mail, description, message simple) (60%)

50 % Évaluation finale

• Compréhension écrite et orale (QCM ou réponses courtes sur des documents simples)

• Production écrite et orale (répondre à une consigne à l’écrit ; mini-interaction à l’oral)

��

��
Bibliographie
Édito A1, Éditions Didier
Édito A2, ÉditionsDidier
Objectif express A1/A2
Grammaire essentielle du français A2, 100 % FLE, DidierFle ��

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

��

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

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

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Ce cours a pour but de renforcer vos connaissances et vos pratiques en langue �ڰ�����ç��������, notamment à l’oral et à l’écrit afin de répondre aux exigences du cadre universitaire et de votre future carrière.
Dans une perspective actionnelle, nous travaillerons sur des documents authentiques tels que des articles de presse ou des extraits vidéo.
C’est à travers notre corpus que nous aborderons la grammaire et le vocabulaire, outils au service de vos besoins de communication.��
Vous déduirez les règles de grammaire à partir d’exemples concrets du corpus et les mettrez en pratique à travers plusieurs exercices ludiques.
Le travail de production écrite sera décliné sous plusieurs formes :

• donner ses arguments sous la forme d’une liste d’idées
• la rédaction d’une réclamation
• une lettre officielle
• un résumé d’article
• un article argumenté (2 pages maximum) sur un sujet de votre choix.
  

La note finale repose sur deux volets :

Évaluations continues (50 %) :
Une production orale individuelle (exposé, argumentation ou simulation) (40%)
Une production écrite individuelle (rédaction d’un texte parmi ceux travaillés en cours) (60%)
Évaluation finale (50 %) :
Une épreuve finale écrite portant sur les compétences abordées durant le semestre : compréhension (écrite et orale), production (écrite et orale), grammaire, vocabulaire.
Les consignes et critères seront précisés à l’avance (structure du texte, correction linguistique, clarté des idées, etc.).
Un maximum de 2 absences est accepté.

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

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

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Objectifs et résultats d’apprentissage :
À l’issue de ce cours, vous aurez acquis des stratégies afin de :

• Comprendre et commenter un document écrit et un document oral (un article�� ��informatif, un article d’opinion, un podcast…) sur des sujets d’actualité, culturels et sociétaux;
• Maîtriser la structure de textes narratifs pour organiser ses idées, enrichir son vocabulaire et rédiger des textes complexes ;
• Exprimer et défendre vos opinions, réagir aux arguments d’autrui ;
  • Développer une argumentation précise et efficace à l’écrit et à l’oral ;
  • Rédiger des textes académiques (résumés, textes argumentatifs).

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• Approfondir les compétences en compréhension et production orales et écrites ;
• Développer des stratégies d’expression écrite et orale adaptées au contexte universitaire ;
• Renforcer la capacité d’argumentation et de synthèse à l’oral et à l’écrit ;
• Maîtriser le vocabulaire et les structures syntaxiques complexes dans un cadre académique

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Le contrôle
se fait
en continu
et
avec un test final.
La note finale sera calculée ainsi��:
��
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Productions écrites réalisées au cours des séances 3, 6 et 8. Les consignes seront en lien avec le contenu des séances mentionnées.
3 X 20% = 60%
Participation à une activité proposée par le Centre de langues et tâche écrite réalisée en cours en lien avec cette activité.
10%
Test final
30%
TOTAL
100%

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Bibliographie (à titre informatif ) :
Grammaire essentielle du français , niveau B2, Didier FLE
Rédiger un texte académique en français, 2e édition, Sylvie Garnier, Alan D. Savage, ed. Ophrys

• Course title: �������ç������ académique C1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-171
• Module(s): Languages
• Language: FR
• Mandatory: No

Cours en présentiel – Belval

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Objectifs et résultats d’apprentissage ( learning outcomes) :
L’objectif de ce cours est d’acquérir les connaissances suffisantes en français pour rédiger�� différents écrits longs et complexes afin d’accéder aux niveaux C1 et C2 du CECRL. Cette mise à niveau s’organise par le biais de travaux de groupes et par une approche ludique et concrète. Le contenu sera adapté en fonction des besoins du groupe.
A l’issue de ce cours, vous serez capable de :

• lire des articles complexes sur n’importe quel sujet
• écrire des textes clairs et détaillés
• rédiger un résumé fidèle
• exposer votre argumentation
• rédiger un devoir de synthèse

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Ce cours a pour but de renforcer vos connaissances et vos pratiques en langue française écrite�� afin de produire des textes élaborés, limpides et fluides dans un style approprié et efficace, de votre domaine ou non, avec une structure logique qui aide le destinataire à remarquer les points importants�� (compétences spécifiques du CECRL de niveau C1 ).
Après avoir analysé les différents registres de langue du �������ç������, nous nous attacherons à l’étude de l’organisation des écrits académiques pour�� exposer, résumer, argumenter et synthétiser.
L’étude se fera sur base d’étude de textes choisis prétexte à la révision de points délicats de grammaire, de syntaxe et de vocabulaire.

L’évaluation sera constituée :
-pour 40% d’un devoir de résumé en classe��
-pour 60 % d’un devoir de synthèse ( à réaliser en binôme en classe) ;��
Des points bonus seront attribués pour la réalisation des devoirs maison .��

Bibliographie
Communiquer à l’écrit, Guy Capelle, Cle international��
Production écrite Niveaux C1, C2 Edition Didier
Documents DALF C1, C2
Grammaire progressive du ������������, niveau perfectionnement B2-C2����

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

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

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

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

Teaching language: Portuguese/French (with recourse to English when needed)

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

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

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

Solicitar e fornecer informações sobre hábitos diários;

Fale sobre os seus gostos, os seus projetos;

Fazer sugestões e reagir a propostas (aceitar, declinar, pedir desculpas);
Dar uma razão, explicar, justificar as suas escolhas;
Pedir e dar conselhos;
Falar sobre a sua experiência profissional, o seu ambiente de trabalho;
Contar, narrar eventos passados, uma memória, uma anedota, uma experiência.

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

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

Bibliografia

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

• Course title: Perfectionner son expression en français / Perfecting your expression in French (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-69
• Module(s): Languages
• Language: FR
• Mandatory: No

Objectifs�� du cours et résultats d’apprentissage
L’objectif de ce cours est de vous faire réaliser un saut qualitatif – en français oral et écrit -, de vous « faire passer une barre de niveau ».
Le semestre hiver sera centré sur l’argumentation, il vous fera passer de B1 à B2. Le semestre été s’intéressera aux interactions. Il consolidera le niveau B2 pour vous conduire vers le niveau C1.
Des exercices de voix, de parole, de langue, de langage et de communication dans différents domaines vous entrainer ont à des pratiques d’écoute et de production qui, autrement que des cours théoriques, vous conduiront à plus de facilité et d’aisance en français.
Des activités relatives à la compréhension et à la production de langue orale et écrite: vocabulaire, étymologie, dérivation, référenciation portant sur différentes unités linguistiques vous amèneront à utiliser et à comprendre de mieux en mieux les pratiques du français.
Bien entendu, le contenu s’adaptera aux besoins exprimés par chaque membre du groupe.

Comment « parler », « lire » et « écrire » mieux et plus facilement en français ?

D’abord en s’intéressant aux « sons » et en les mettant ensemble pour dire des mots mais aussi en étudiant les lettres et les groupes de lettres qui permettent d’écrire ces sons. Ensuite en mettant ces mots ensemble pour faire des phrases qui ont du sens.
Parler et écrire, c’est s’adresser à autrui, parfois dans le but de le convaincre, de le conduire à adopter notre point de vue. Dans ce cas, il s’agit d’être capable d’argumenter. L’argumentation se pratique à l’oral mais également à l’écrit, ce qui est très utile pour votre cursus académique lorsque vous devez démontrer ce que vous affirmez.
Enfin, parler, c’est aussi s’adresser à ��’a�ٰܳ���� personnes, c’est-à-dire savoir comment parler et savoir utiliser telle ou telle manière de parler (« registres » courant, soutenu, familier).
Sans oublier que la langue ne sert pas seulement à communiquer mais qu’elle révèle aussi une manière de penser le monde et de se conduire dans le monde (pas de la même manière partout = interculturalité).
Ce cours va vous familiariser avec ces différents aspects de l’oral et de l’écrit du français en vous proposant des activités qui vous permettront d’apprendre à :
–�� �� �� �� �� �� �� poser votre voix ;
–�� �� �� �� �� �� �� oser prendre la parole (en particulier en public) ;
–�� �� �� �� �� �� �� produire – à l’oral et à l’écrit – des mots, des énoncés et des phrases adaptées aux circonstances ; dans des situations d’interactions partagées.
Il vous amènera également à approfondir et affiner à la fois vos connaissances linguistiques et votre pratique de la langue française orale et écrite, d’une part par des écoutes et des visionnages répétés de séquences vidéo, d’autre part par des lectures et des productions d’écrits. Vous serez donc amenés à étudier aussi la langue écrite en lisant et en analysant des commentaires, des explications, des articles qui portent sur les séquences vidéo proposées.
Ensemble, vous y pratiquerez donc des activités ludiques et informatives qui vous feront :
–�� �� �� �� �� �� �� « faire des liens » entre vos possibilités de communication courante en français et les pratiques de langue (orale et écrite) académiques, nécessaires à votre cursus (et/ou à votre vie personnelle et professionnelle) ;
–�� �� �� �� �� �� progresser ainsi en langue française.

Pour obtenir les 3 ECTS, l’évaluation repose sur 2 modes distincts:
–�� �� ��évaluation orale personnelle�� : interactions individuelles sur place à chaque session portant sur les aspects du cours étudiés
–�� ��évaluation orale en groupe�� : 2 ou 3 questions par groupe d’étudiant(e)s) (de 2 ou 3) dont les réponses sont préparées en groupe. Chaque étudiant(e) du groupe présente oralement à tous les autres (de la classe) la réponse à sa question / c’est le groupe-classe qui attribue une note à chaque session
–�� �� ��évaluation écrite personnelle�� :�� devoir sur place à la session 7 (portant sur une partie des notions étudiées en cours) corrigé en commun à la session 8.

Références bibliographiques

CADDÉO S. JAMET, M.-C., 2013, L’intercompréhension : une autre approche pour l’enseignement des langues, Paris, Hachette.
BOISSIER M.-A, JUBIER Y., RAMBERT J. , 2021, Le français en vrai ! Pour communiquer au quotidien [B1-C1] (avec fichiers audio) , Paris, Ellipses.

DUPOUY M., 2024, Je parle français avec Madame à Paname FLE B1-B2 (intermédiaire): 75 dialogues avec exercices et audios , Louvain-la-Neuve, DBS.

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• Course title: FLOW-Project Course
• Number of ECTS: 3
• Course code: MALDMMC-280
• Module(s): Module Interdisciplinaire – Advanced I
• Language: FR
• Mandatory: Yes

• To raise awareness about sustainability and sustainable ways of living


• To be able to think critically about climate change and its uneven impacts on communities across the globe


• To be able to carry out a small interdisciplinary, international collaborative research project.

This project-based course explores water relations and sustainability in collaboration with students at the ����ͷ��versity of Yaoundé (Cameroon). Students in Luxembourg and Cameroon will be asked to keep individual water diaries from March to June. Diary entries will be guided by a series of reflective and creative exercises for thinking through and with water, how we use it, live with it, and relate to it.

The project culminates in two sharing events:

(1) An online exchange in June for students to share their observations, thoughts, and results across Luxembourg and Cameroon, followed by supported discussion aimed at imagining collaborative paths forward for improved climate futures.

(2) An on-site and online exhibition, ‘Ways-With-Water-Stories’, that assembles and documents the works and exchanges that emerge across the project. Students will work with colleagues from Graine de Vie (a Belgium/Luxembourgish NGO working on environmental concerns in Cameroon and other areas of Africa) to curate the exhibition and contribute to its launch in June.

By the end of this project, students should have an understanding of the personal yet shared global nature of climate change, its uneven effects, and climate justice, the ability to think about these issues in cross-cultural perspectives, and the skills to collaboratively analyze environmental issues and brainstorm paths forward.

• Course title: Nature & Society
• Number of ECTS: 3
• Course code: MALDMMC-275
• Module(s): Module Interdisciplinaire – Advanced I
• Language: EN
• Mandatory: No

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


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


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


• To be able to carry out a small research project

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

Bibliographie:

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


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

• Course title: Language and Power: A Sociolinguistic Approach to Colonialism
• Number of ECTS: 3
• Course code: MALDMMC-145
• Module(s): Module Interdisciplinaire – Advanced I
• Language: EN
• Mandatory: No

By the end of the course, the students will:��

• Have a more nuanced understanding of language and its interrelationship with power through the phenomenon of colonialism


• Gain a deeper and more rigorous understanding of colonialism and its effects on language


• Gain knowledge on key sociolinguistic theories of colonialism

This course explores the relationship between colonialism and language. Its aim is to think critically and rigorously about the link between language and power within the framework of ‘modern colonialism’ (15th-20th century), with particular emphasis on its continuing repercussions. In other words, we will delve into a historical sociolinguistic approach that traces the effects of modern colonialism on current language dynamics. As a means of illustration, creole languages, along with nonstandard varieties of different languages, are taken as prime examples of languages mostly born out of colonial rule. By discussing these language varieties, not only will we attempt to show the relationship between language and power, but also discover different views on language and colonialism that attempt to go beyond the ‘eurocentric’ narrative. We will therefore be looking at language contact and mixing through the histories of nonstandard varieties, which requires going beyond a narrow understanding of language, power, and colonialism.

• Class participation


• In-person mid-term exam


• In-person final exam

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Bibliography:

Readings will be uploaded on Moodle. However, below you’ll find a list of potential readings to be assigned throughout the course:

• Osterhammel, J. (2010). Colonialism: A Theoretical Overview. Markus Wiener Publishers, Princeton. Heller M. McElhinny, B. (2017).


• Language, Capitalism, Colonialism: Toward a Critical History. ����ͷ��versity of Toronto Press.


• Deumert, A., Shepherd, N. Storch, A. (2020). Colonial and Decolonial Linguistics: Knowledges and Epistemes. Oxford ����ͷ��versity Press.


• Grenoble, L.A., Bulatova, N.J. (2017). Language Standardization in the Aftermath of the Soviet Language Empire. In P. Lane, J. Costa, H. De Korne (Eds.), Standardizing Minority Languages: Competing Ideologies of Authority and Authenticity in the Global Periphery, (pp. 118-134). Routledge.

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

À la fin du cours les étudiants seront capables de :

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


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


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


• Comprendre les notions de littéracie, plurilittéracie, littéracies multimodales


• Lire des textes scientifiques dans le champ de la plurilittéracie


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

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

• lecture d’albums de littérature de jeunesse sur la thématique des langues, du multilinguisme et de l’altérité/interculturalité, d’albums traduits, bilingues, multilingues, etc.
• analyse des traductions (�������ç������, anglais, allemand) de deux ouvrages, Voices in the Park et Flix,
• analyse du contact de diverses langues au sein d’un même ouvrage
• exsercices d’écriture libre en différentes langues et lecture 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’ouvrages proposés en bibliographie

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

Selected Bibliography

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


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


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


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


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


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


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


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


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


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

Sites

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


• L’Harmattan jeunesse :
  http://www.editions-harmattan.fr/jeunesse/index.asp?navig=catalogueobj=resultno_specialite=2bilingue=1


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


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


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


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


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

��
Albums de jeunesse

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


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


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


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

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

The objectives of the module are to develop in students:

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


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


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


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

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

c) in particular, what are the implications of internationalisation/nationalisation for the teaching of citizenship education?

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

Selected Bibliography

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


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


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


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


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


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


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

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

The Study Visit is an opportunity for a student who wishes to discover a professional environment to experiment the life of a workplace for a short-term period.
The study visit lasts between 120 -140 hours.
To count for ECTS, the Study Visit must take place between January 1st and July 1st of the semester in which you are enrolled in the course.

Assessment details and procedures can be found on Moodle.

• Learning agreement


• Internship contract


• Diary


• Evaluation report

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

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

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

Information will be given during the course

• Course title: Intercultural Management: from Theory to Practice
• Number of ECTS: 3
• Course code: MALDMMC-238
• Module(s): Module Interdisciplinaire – Advanced I
• Language:
• Mandatory: No

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


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


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


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


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

We live in a highly complex world. The climate emergency, the multiple crises (health, energy, etc.), the conflicts between countries, forced migration, and the decline of multilateralism hinder the path towards the achievement of the Sustainable Development Goals (SDGs). This situation not only makes us aware of our interdependence on a global scale and of the indispensable solidarity, but also of our responsibility at all levels: individual and collective, private and public. It is urgent to act together to find solutions for forms of cohabitation and collaboration that are more respectful of our environment, of our spaces and species, and of our bodies and minds (Mbembe, 2022). In other words, we need to co-construct global cultures that facilitate individual and collective responsibility.

This course focuses on the communication and management practices and challenges in international work settings where individuals and teams face social, cultural and linguistic diversity. What kind of interaction strategies do managers and employees develop and apply to make their collaboration and their projects work in those highly complex contexts?

On the one hand, the participants will be invited to think about their own cultural background, identity and communication behaviour. On the other hand, they will be introduced to the concepts of “intercultural management” and “responsible global management” from theoretical and from practical viewpoints to reflect on forms of international collaboration for a more sustainable future.

The course aims at stimulating the development of responsible global management competences of (future) actors on the international stage.

Written assignment or oral presentation (in groups).

Selected Bibliography

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




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




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




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




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




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




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




Nardon L. (2017). Working in a Multicultural World. Toronto : ����ͷ��versity of Toronto Press.




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




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




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




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

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

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


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


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


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


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


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

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

10%������ Course contributions
40% ���� Monitoring of your online activities (individual paper)
50%������ Analysis of a media activity occurring in public space

Selected Bibliography

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


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


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


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


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

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

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

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

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

Selected Bibliography

Required Text:

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


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


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


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


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


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

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

By the end of the seminar, the students:

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


• will have the skills to make a scientific poster


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

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

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

• overall clarity and coherence of the project


• depth of reflexion


• methodological soundness


• breadth of literature review


• inclusion of previous research on the question


• quality of presentation

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

The course shall enable students to :

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


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


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


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

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


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


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


• die Analyse visuellen Materials anhand von unterschiedlichem Quellenmaterial zu üben


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


• die Fähigkeit zu entwickeln, visuelle Methoden der Datenerhebung und


• analyse in ein Forschungsdesign zu integrieren

In the course we:

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

Exercise in visual data analysis

Selected Bibliography

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

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

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

• read and appraise literature about research interviewing
  


• design a research interview


• conduct a research interview


• transcribe a research interview


• analyze a research interview

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

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


• préparer un entretien de recherche


• conduire un entretien de recherche


• transcrire un entretien de recherche


• analyser un entretien de recherche

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

Le cours est donné en mode bilingue français/anglais.

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

Selected Bibliography

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


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


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


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

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

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

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

• understand��and��provide��informationaboutthemselves and general private matters


• understandand,��give��information��about��their spare time activities and making appointments


• understandand, provide��information��about��rooms,��apartments and furniture


• understandand,��provide��information��about��clothes and fashion and how to buy things


• understandand,��give��information��about��attractions and towns��in��the��German��speaking��countries


• interact��in��th everyday��life��like telling time, etc.


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

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

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

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

• Course title: Deutsch A1.2 allgemein – Belval
• Number of ECTS: 3
• Course code: LC_CAT-269
• Module(s): Languages – Advanced I
• Language: DE
• Mandatory: No

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

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

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

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

Attendance is mandatory

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

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

Communication��skills:��Students will learn to understand��written��and��oral��texts��about��everyday��life,��and, to��some extent, university life. They will be able to speak about a variety of everyday topics and handle different everyday situations linguistically. Additionally, students will write texts commonly encountered in everyday communication.
Grammar: The course covers common conjunctions, especially temporal conjunctions, passive voice, sentence construction, dative and accusative objects, indirect questions and interrogative determiners, local prepositions, verbs with prepositions, modal verbs, reflexive verbs, past tense, demonstrative pronouns, relative clauses, and relative pronouns.
Course design: This is a blended learning course in which students develop their linguistic skills both in��class��and��on��an��e-learning��platform��(Moodle). Students earn��2��ECTS��for��classroom��participation��and 1 ECTS for teacher-guided autonomous learning at home, which amounts to approximately two hours per week.��Students��will��develop��a��writing��portfolio��with��two��short texts��and��deliver��a��short��presentation��on a��topic related to the course program at��the��end��of the��semester.��The course concludes with a final exam.

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

Understand and provide information about everyday life, learning experiences, media and communication, culture and administration, travel and climate, as well as mobility and professional life.
Understand and describe past activities.
Ask for help, make recommendations and suggestions, and express hope and surprise. Discuss learning experiences and habits, express happiness, enthusiasm, disappointment, satisfaction, and dissatisfaction, as well as show interest and disinterest. Additionally, students will be able to book rooms, give directions, talk about the weather, and explain various topics.
Deliver a short presentation on a topic related to the course program.
Write��basic��texts��and��revise��them��with��the��support��of��the��teacher.

Continuous��assessment��(40%of��the��final grade):


Online��tasks:��grammar,��vocabulary,��etc.(20%)
At least��50%��of��the��tasks��need to��be��completed to receive the��full score.
1 writing portfolio containing two short texts (10%)
1 short oral presentation��(2-3minutes)��on a topic related to the
course program
(10%)


Final test (60%��of��the��final grade)

Bibliography
Habersack,��Charlotte, Pude, Angela, Specht, Franz(2019):��Menschen��A2.��Deutsch��als��Fremdsprache.��Kursbuch.��Ismaning: Hueber.
Breitsameter,��Anna, Glas-Peters, Sabine, Pude, Angela(2013):��Menschen��A2.��Deutsch��als��Fremdsprache.��Arbeitsbuch. Ismaning: Hueber.

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

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

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

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

��

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

Bibliography

Bonjour et bienvenue A1.1 –��tout en français – Livre-cahier + didierfle.app

ISBN 978-2278110803

100% FLE – Grammaire essentielle du français A1 – livre + didierfle.app

ISBN978-2278109234

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

��

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

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

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

Édito A1, Éditions Didier
Édito A2, Éditions Didier
Objectif express A1/A2
Grammaire essentielle du français A2, 100 % FLE, DidierFle

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

��

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

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

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

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

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

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

The Language Centre offers training for tutors in language learning and writing in French, German and English. This training leads to a certificate from the Language Centre and equips you to advise your fellow students on language learning and writing academic papers.
Application
Please send the following documents to languagecentre@uni.lu��by 2 March 2026:

• a high-quality text written by yourself in the language(s) in which you want to complete your tutor training (max. two languages);
  


• 
  a covering letter explaining why you want to complete the training
  

��

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

Please see full description and application procedure HERE

Module Dates 2025-2026Theory module
24 units (3 workshops of 2 x 4 units each) 10 and 11 March
17 and 18 March
25 March and 14 April
From 17.30 to 20.15
Belval Campus Practice module
Course observation and teaching�� ��During the semester. Work with ePortfolios
Reflection, materials, ideas�� ��To hand in by the end of the semester. Final presentation June 2026

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

��
The peer tutor program can also be integrated into the following study programmes:

• Bachelor en Cultures Européennes (4 ECTS)


• Master in Learning and Communication in Multilingual and Multicultural Contexts (5 ECTS)


• Master in Secondary Education (professional) (5 ECTS)

��

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

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

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

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

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

• Course title: Atelier d'écriture français B2
• Number of ECTS: 3
• Course code: LC_CAT-298
• Module(s): Languages – Advanced I
• Language: FR
• Mandatory: No

Les étudiants apprennent à structurer et à rédiger des textes scientifiques en français.

À l’issue de cet atelier, les étudiants seront capables de��: ��

����
Résultats d’apprentissage généraux��:

• Écrire une argumentation organisée et efficace��;


• Maîtriser les outils grammaticaux et lexicaux nécessaires à la rédaction d’un résumé et d’une argumentation.

��
Résultats d’apprentissage spécifiques��:

• Lire et analyser un texte académique, comprendre quel est le sujet traité, repérer l’objectif du texte, sa structure, les arguments��;


• ��Rédiger un projet de texte académique en explicitant l’idée principale��;


• ��Rédiger le résumé fidèle d’un article académique��;


• ��Rédiger un texte argumentatif en respectant la structure et les règles d’écriture propres aux textes académiques.

��

Dans ce cours, les compétences d’écriture pour les textes académiques en français sont développées grâce à une combinaison de contribution de l’enseignant, d’exercices d’écriture, de relecture entre pairs et de discussion. Le cours est enseigné en français (niveau B2) avec des aides explicatives en anglais pour la théorie et offre une aide à l’écriture aux étudiants moins familiarisés avec la lecture et l’écriture de textes académiques en français. Le cours couvre une variété de sujets nécessaires pour comprendre et écrire des textes académiques en français, tels que l’utilisation du discours académique, la rédaction de résumés, la construction d’arguments, l’utilisation de votre propre voix dans des textes académiques et la façon de rendre un texte cohérent. Des exercices et vidéos sont proposés en cours et sur Moodle.

��

L’évaluation sera basée sur :��

– 2 tests écrits en classe (70% de la note)

– la participation et une présentation orale (30%)

��

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

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

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

• Course title: Italiano A2 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-273
• Module(s): Languages – Advanced I
• Language: IT, FR
• Mandatory: No

Cours en présentiel de niveau élémentaire Le cours propose un parcours visant à l’acquisition des bases en expression et en compréhension pour communiquer dans la vie quotidienne. L’approche pédagogique sera axée notamment sur la communication. Après un bilan des besoins et une révision des connaissances préalablement acquises, les étudiants enrichiront leur vocabulaire et apprendront de nouvelles structures et règles grammaticales��; ainsi, ils travailleront sur les quatre compétences langagières (compréhension orale, expression orale, compréhension écrite, expression écrite) à travers des exercices et des activités individuelles et/ou en binôme ou en groupe. Tout au long du cours nous aborderons des documents authentiques (photos, vidéos, extraits de film, d’articles de presse), ce qui amènera les étudiants à une découverte progressive de la culture italienne. À l’issue de ce cours les étudiants seront capables de –������������ interagir dans des situations courantes de la vie quotidienne –������������ parler aisément de sa vie personnelle, familiale, sociale et professionnelle –������������ exprimer des opinions, des sentiments –������������ demander et donner des conseils dans plusieurs contextes –������������ s’exprimer au passé�� –������������ maîtriser les structures grammaticales de base de la langue –������������ rédiger des textes dans un cadre institutionnel ou professionnel ��Corso in presenza di livello elementare Il corso propone un percorso che conduca lo studente a poter interagire tranquillamente nella vita di tutti�� i giorni. L’approccio didattico sarà basato soprattutto sulla comunicazione. Dopo una prima parte dedicata al ripasso degli argomenti già conosciuti, gli studenti potranno arricchire il loro lessico e imparare nuove strutture e nuove regole grammaticali dell’italiano. Si lavorerà sulle quattro competenze linguisitche (comprensione orale, espressione orale, comprensione scritta, espressione scritta) attraverso esercizi ed attività individuali, in coppia e in gruppo. Durante il corso saranno presentati documenti originali (foto, pagine di giornale, estratti di documentari e di film) che permetteranno una conoscenza sempre più approfondita della cultura italiana. Alla fine del corso gli studenti saranno in grado di –������������ interagire in situazioni tipiche della vita quotidiana –������������ parlare agevolmente della propria vita privata, familiare, sociale e professionale –������������ esprimere opinioni e stati d’animo –������������ chiedere e dare consigli in diversi contesti –������������ esprimersi al passato –������������ gestire con certezza le strutture grammaticali di base –������������ scrivere testi relativi ad un contesto istituzionale e professionale

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

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

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

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

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

writing in an academic style and with correct register

producing good paraphrasing and summarising of sources of information

accurately integrating sources into your writing

optimising the efficiency and effectiveness of your writing process

effective paragraphing with its essential elements

taking a stance and constructing an argumentative thread

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

identifying and correcting common English language errors in academic writing.

Students will be able to:

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

evaluate their own texts for communicative adequacy and style.

structure their texts to ensure communicative effectiveness.

integrate sources appropriately and distinguish their own viewpoint

��

online course (via Webex) –��

This course uses participants’ own work to understand and improve upon the key elements of academic writing. These workshops will use both participants’ own work and example texts to present and analyse key features of English academic writing. Students will examine and discuss texts and complete exercises to help them acquire the knowledge and techniques to revise their own writing and the confidence to embark upon their dissertation. The focus will be on establishing the foundations for successful academic writing and will use constructive peer review of current or previous written work to improve students’ awareness of written communicative effectiveness.

As a result of the interactive and needs-driven format, the exact content of workshops will depend on participants’ texts and their own issues with academic writing

Active participation in the workshops

Completion of extension activities

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

(Re)writing your own paper

Note:

This is not a language course.

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

Selected Bibliography

Handouts and relevant reading material will be posted on Moodle.

• Course title: Italiano A1
• Number of ECTS: 3
• Course code: LC_CAT-283
• Module(s): Languages – Advanced II
• Language: IT
• Mandatory: No

Cours en présentiel réservé aux grands débutants dans la langue italienne.Le cours propose une première découverte de l’italien à travers une approche pédagogique axée principalement sur la communication. Les étudiants seront amenés à apprendre le vocabulaire, des principes de prononciation et des règles grammaticales de base, ainsi qu’à développer les quatre compétences langagières (compréhension orale, expression orale, compréhension écrite, expression écrite) par des exercices et des activités individuelles et/ou en binôme ou en groupe. De plus ils auront l’opportunité de connaître des aspects de la culture italienne.
À l’issue du cours les étudiants seront capables de
–�� �� �� ��communiquer dans des situations simples (se présenter, saluer, remercier, poser de simples questions, demander des renseignements, etc.)
–�� �� �� ��parler de ses activités quotidiennes, de ses loisirs, de sa famille
–�� �� �� ��utiliser les structures grammaticales de base de l’italien
–�� �� �� ��rédiger de courts textes (lettres, e-mail, CV, etc.)

Corso in presenza per principianti assoluti nella lingua italiana
Il corso propone un primo avvicinamento all’italiano attraverso una pedagogia basata soprattutto sulla comunicazione. Gli studenti impareranno il lessico di base, le regole fondamentali di pronuncia e alcune regole semplici di grammatica; lavoreranno inoltre sulle competenze di comunicazione nei quattro ambiti previsti (parlare, ascoltare, scrivere e leggere) grazie ad esercizi ed attività individuali, in coppia e in gruppo. Alla fine potranno anche scoprire alcuni aspetti interessanti della cultura italiana.
Alla fine del corso gli studenti saranno in grado di
–�� �� �� ��comunicare in contesti semplici (presentarsi, salutare, ringraziare, fare semplici domande, chiedere informazioni, ecc.)
–�� �� �� ��parlare della propria routine, del tempo libero, della famiglia
–�� �� �� ��usare le strutture di base della lingua italiana
–�� �� �� ��scrivere brevi testi (lettere, e-mail, CV, ecc.)��

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

��

• Course title: Italiano A2
• Number of ECTS: 3
• Course code: LC_CAT-284
• Module(s): Languages – Advanced II
• Language: IT
• Mandatory: No

Cours en présentiel de niveau élémentaireLe cours propose un parcours visant à l’acquisition des bases en expression et en compréhension pour communiquer dans la vie quotidienne. L’approche pédagogique sera axée notamment sur la communication. Après un bilan des besoins et une révision des connaissances préalablement acquises, les étudiants enrichiront leur vocabulaire et apprendront de nouvelles structures et règles grammaticales ; ainsi, ils travailleront sur les quatre compétences langagières (compréhension orale, expression orale, compréhension écrite, expression écrite) à travers des exercices et des activités individuelles et/ou en binôme ou en groupe. Tout au long du cours nous aborderons des documents authentiques (photos, vidéos, extraits de film, d’articles de presse), ce qui amènera les étudiants à une découverte progressive de la culture italienne.
À l’issue de ce cours les étudiants seront capables de
–�� �� �� ��interagir dans des situations courantes de la vie quotidienne
–�� �� �� ��parler aisément de sa vie personnelle, familiale, sociale et professionnelle
–�� �� �� ��exprimer des opinions, des sentiments
–�� �� �� ��demander et donner des conseils dans plusieurs contextes
–�� �� �� ��s’exprimer au passé��
–�� �� �� ��maîtriser les structures grammaticales de base de la langue
–�� �� �� ��rédiger des textes dans un cadre institutionnel ou professionnel

Corso in presenza di livello elementare
Il corso propone un percorso che conduca lo studente a poter interagire tranquillamente nella vita di tutti�� i giorni. L’approccio didattico sarà basato soprattutto sulla comunicazione. Dopo una prima parte dedicata al ripasso degli argomenti già conosciuti, gli studenti potranno arricchire il loro lessico e imparare nuove strutture e nuove regole grammaticali dell’italiano. Si lavorerà sulle quattro competenze linguisitche (comprensione orale, espressione orale, comprensione scritta, espressione scritta) attraverso esercizi ed attività individuali, in coppia e in gruppo. Durante il corso saranno presentati documenti originali (foto, pagine di giornale, estratti di documentari e di film) che permetteranno una conoscenza sempre più approfondita della cultura italiana.
Alla fine del corso gli studenti saranno in grado di
–�� �� �� ��interagire in situazioni tipiche della vita quotidiana
–�� �� �� ��parlare agevolmente della propria vita privata, familiare, sociale e professionale
–�� �� �� ��esprimere opinioni e stati d’animo
–�� �� �� ��chiedere e dare consigli in diversi contesti
–�� �� �� ��esprimersi al passato
–�� �� �� ��gestire con certezza le strutture grammaticali di base
–�� �� �� ��scrivere testi relativi ad un contesto istituzionale e professionale

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

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

Students will:

• Learn the basics of podcasting
  


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


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


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


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


• Have the option to publish and distribute our podcasts

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

• Class participation
  


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

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

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


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


• This American Life Episodes (thisamericanlife.org)


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

• Course title: Deutsch allgemein A2.1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-280
• Module(s): Languages – Advanced II
• Language: DE
• Mandatory: No

��

The objective of the online-classroom work is the continued acquisition of basic oral and written skills through communicative activities in speaking, listening, writing, and reading–individually, in pairs, and in groups.
The objective of the Moodle activities is to consolidate and deepen what has been learned in class. A reading project tailored to the students’ proficiency level will be integrated into these activities. Additionally, students will develop a writing portfolio with two short texts and give a short in-class presentation on a university-related topic during the semester. The course concludes with a test covering the communicative activities listening, reading and writing as well as grammar.

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

• Understand�� �� and�� �� provide�� �� information�� �� about�� �� university life, family, profession, tourism and culture, sports and food, learning experiences, media and communication, travel and climate, as well as mobility and professional life.
• Understand and provide information about past activities.
• Ask for help, make recommendations and suggestions, and convey hope and surprise. Students will also be able to discuss learning experiences and habits, express happiness, enthusiasm, and disappointment, as well as satisfaction and dissatisfaction, and show interest and disinterest. Additionally, students will be able to book rooms, give directions, talk about the weather, and explain things.
• Give a short presentation on a university-related topic.
• Compose basic texts and revise them with the support of the teacher.

This online-course aims to develop language skills to achieve levelA2inGerman(A2.1 in the winter term and A2.2 in the summer term).

Communication skills: Students will learn to understand written and oral texts about everyday life and, to some extent, university life. They will be able to speak about a variety of everyday topics and handle different everyday situations linguistically. Additionally, they will write typical short texts used in daily communication.
Grammar: The course covers the perfect tense (regular and irregular verbs), possessive pronouns, prepositions, adjective declension, common conjunctions, reflexive verbs, temporal conjunctions, local prepositions, the passive voice, phrase construction, dative and accusative objects, verbs with prepositions, the past tense, demonstrative pronouns, relative clauses, and relative pronouns.
Course design: This is a blended learning course in which students develop their language skills both in presence online and on an e-learning platform (Moodle).

Evaluation

Speaking skills will be evaluated through an oral presentation online.
Listening, writing and reading skills will be evaluated through a handwritten exam. Attention: This exam will be organized on-site in the last week of the seminar.

Listening: Key information from listening texts(radio, TV, etc.) must be understood.
Reading: Key information must be found in short reading texts, or questions about these texts must be answered.
Writing: Basic text production is required.

Notes on the use of AI

The unauthorized or inappropriate use of AI, as well as the copying of work created by others and presenting it as one’s own in the preparation of oral or written texts, may result in the initiation of disciplinary proceedings by the ����ͷ��versity. See: /wp-content/uploads/sites/9/2025/03/VRA_Disciplinary-procedure-fraud-plagiarism_directive_v4_EN.pdf��

��

Bibliography

Habersack, Charlotte(2020): Menschen A2. Deutsch als Fremdsprache. Kursbuch. Ismaning: Hueber.
Breitsameter, Anna(2023): Menschen A2. Deutsch als Fremdsprache. Arbeitsbuch. Ismaning: Hueber.
Luger, Urs: Schiller, Schiller. Hueber-Verlag (will be made available online as a PDF and as an audio file)

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• Course title: �������ç������ général A2.1 (Belval)
• Number of ECTS: 3
• Course code: LC_CAT-289
• Module(s): Languages – Advanced II
• Language: FR
• Mandatory: No

Cours en présentiel – campus Belval

Ce cours a pour but de renforcer vos connaissances et vos pratiques en langue �ڰ�����ç��������, principalement écrite, afin d’enrichir vos productions d’écrits, non seulement dans le cadre de vos é�ٳܻ��� ou de votre ��é�پ���� mais aussi dans les situations de communication avec ��’a�ٰܳ���� personnes.

Objectifs et résultats d’apprentissage

A l’issue de ce cours vous serez capable de :

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

Dans une première partie, nous évaluerons vos besoins et ferons quelques révisions de grammaire telles que :

• Utilisation du présent, du présent progressif, du passé récent et du futur proche
• L’interrogation : qui, quoi, comment, est-ce que, quand, combien, …
• Conjugaison des verbes essentiels : faire, pouvoir, devoir, vouloir, savoir, connaître …
• Expression du temps : dans, depuis, il y a
• Utilisation des adjectifs possessifs
• Les lieux importants de la vie quotidienne
• la description
• les directions
• les professions

Puis nous approfondirons ces acquis et les enrichirons en travaillant principalement sur des documents authentiques issus de la vie quotidienne

Evaluation
L’évaluation se fera ainsi :
–�� �� �� �� ��50%�� : Notes de deux contrôles en classe (25% pour chaque contrôle)
Les contrôles comprendront des exercices de grammaire, de vocabulaire ainsi qu’un exercice de production écrite.)
–�� �� �� �� ��50%�� : Note du test final en classe à la fin de semestre (lors du dernier cours).
Le test final comprendra des exercices de grammaire et de vocabulaire, de compréhension écrite et orale, ainsi qu’un exercice de production écrite.
Les devoirs à la maison ne sont pas notés.
Les devoirs comprendront des exercices de grammaire, de vocabulaire et la rédaction d’un court texte personnel.
��Présence
La présence aux cours est obligatoire afin de valider les crédits ECTS attribués au cours de français général A2.
Au-delà de trois absences, l’étudiant/étudiante ne peut plus valider le cours.
Pas de notes sur la participation ni la présence au cours.

Bibliographie

• Alter Ego+, Niveau A1-A2, Editions Hachette


• Objectif Express 1 et 2, Editions Hachette
  


• Grammaire essentielle du français A2, 100% FLE, DidierFle

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

Ce
cours
a
pour
but
de
renforcer
vos
connaissances
et vos
pratiques
en
langue
�ڰ�����ç��������,
afin d’enrichir vos productions écrites et orales, non seulement dans le cadre de vos
é�ٳܻ���
ou
de
votre
��é�پ����
mais
aussi
dans
les
situations
de
communication
avec
��’a�ٰܳ����
personnes.
��
��

Objectifs et résultats d’apprentissage :
À l’issue de ce cours, vous aurez acquis des stratégies afin de :

• Comprendre et commenter un document écrit et un document oral (un article�� ��informatif, un article d’opinion, un podcast…) sur des sujets d’actualité, culturels et sociétaux;
• Maîtriser la structure de textes narratifs pour organiser ses idées, enrichir son vocabulaire et rédiger des textes complexes ;
• Exprimer et défendre vos opinions, réagir aux arguments d’autrui ;
  • Développer une argumentation précise et efficace à l’écrit et à l’oral ;
  • Rédiger des textes académiques (résumés, textes argumentatifs).

��

• Approfondir les compétences en compréhension et production orales et écrites ;
• Développer des stratégies d’expression écrite et orale adaptées au contexte universitaire ;
• Renforcer la capacité d’argumentation et de synthèse à l’oral et à l’écrit ;
• Maîtriser le vocabulaire et les structures syntaxiques complexes dans un cadre académique

��

��

Le contrôle
se fait
en continu
et
avec un test final.
La note finale sera calculée ainsi��:
��
��
Productions écrites réalisées au cours des séances 3, 6 et 8. Les consignes seront en lien avec le contenu des séances mentionnées.
3 X 20% = 60%
Participation à une activité proposée par le Centre de langues et tâche écrite réalisée en cours en lien avec cette activité.
10%
Test final
30%
TOTAL
100%

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Bibliographie (à titre informatif ) :


Grammaire essentielle du français , niveau B2, Didier FLE
Rédiger un texte académique en français, 2e édition, Sylvie Garnier, Alan D. Savage, ed. Ophrys

• Course title: Decolonizing Borders: Migration, Asylum, and the Colonial Present
• Number of ECTS: 3
• Course code: MALDMMC-278
• Module(s): Module Interdisciplinaire – Advanced II
• Language: EN
• Mandatory: No

By the end of the course, students will be able to critically analyse how colonial histories and power relations shape contemporary borders, as well as migration and refugee regimes. Drawing on decolonial theories, they will develop conceptual and analytical tools to interrogate the production of categories such as “migrant” and “refugee,” and the inequalities embedded in global mobility.
They will assess how media, policy, and humanitarian frameworks reproduce racialized and hierarchical forms of inclusion and exclusion and connect these dynamics to broader structures of coloniality and global inequality. The course also encourages students to reflect on their own positionalities and assumptions and, through collective discussion and critical inquiry, examine the limits of existing border and asylum regimes while considering possibilities for pluriversal approaches to mobility, protection, and belonging.

This course will examine borders, migration and asylum through a decolonial lens, focusing on how colonial histories continue to shape contemporary regimes of mobility, displacement and protection. Rather than approaching migration as a recent “crisis,” the course situates it within longer histories of empire, racial capitalism and global inequality.
Drawing on decolonial theories, we will analyse how borders are produced and maintained, how categories such as “migrant” and “refugee” are constructed, and how systems of governance regulate movement in unequal ways. The course will also explore how media, policy and humanitarian frameworks contribute to the racialization and hierarchization of mobility, shaping who is protected, who is excluded, and under what conditions.
Through collective readings, discussions and case studies, students will engage with both theoretical and empirical perspectives, examining the lived realities of border regimes. The course concludes with a simulated global summit, which will be used to discuss and reflect on alternative approaches to mobility, protection and belonging, informed by decolonial, feminist and pluriversal perspectives.

Assessment


50% Position Paper: Decolonizing Mobility in a Global Emergency

50% Global Emergency Assembly Simulation and Participation

Bibliography:

• Quijano, Anibal, and Michael Ennis. “Coloniality of Power, Eurocentrism, and Latin America.” Nepantla, vol. 1, no. 3, 2000, pp. 533–80.


• Aleksandra Lewicki, Coloniality, Race, and Europeanness: Britain’s Borders after Brexit, International Political Sociology, Volume 18, Issue 3, September 2024, olae025, https://doi.org/10.1093/ips/olae025


• De Genova, Nicholas P. “Migrant ‘illegality’ and deportability in everyday life.” Annual Review of Anthropology [Palo Alto, CA 94303-0139], vol. 31, no. 1, January 2002, pp. 419–47, https://doi.org/10.1146/annurev.anthro.31.040402.085432.


• Gutiérrez Rodríguez, E. (2018). The Coloniality of Migration and the “Refugee Crisis”: On the Asylum-Migration Nexus, the Transatlantic White European Settler Colonialism-Migration and Racial Capitalism. Refuge, 34(1). Https://doi.org/10.7202/1050851ar


• Ibrahim, Maggie. “The Securitization of Migration: A Racial Discourse.” International Migration, vol. 43, no. 5, January 2005, pp. 163–87, https://doi.org/10.1111/j.1468-2435.2005.00345.x.


• Chouliaraki, Lilie, and Myria Georgiou. “The Digital Border: Mobility beyond Territorial and Symbolic Divides.” European Journal of Communication (London) [London, England], vol. 34, no. 6, December 2019, pp. 594–605, https://doi.org/10.1177/0267323119886147.


• Cappiali, Teresa, and Agnese Pacciardi. “Reorienting EU Border Externalization Studies: A Decolonial Intersectional Approach.” Geopolitics [Abingdon], vol. 30, no. 1, January 2025, pp. 300–24, https://doi.org/10.1080/14650045.2024.2311175.


• Escobar, A. (2015). Transiciones: a space for research and design for transitions to the pluriverse. Design Philosophy Papers, 13(1), 13–23. https://doi.org/10.1080/14487136.2015.1085690

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

Der Kurs soll Studierende befähigen:

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


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


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


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


• to appreciate and learn about “digital arts”,


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


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


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

Im Kurs:

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

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

Selected Bibliography

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


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

• Course title: Changing perspectives on literacy: Theory, research, practice
• Number of ECTS: 3
• Course code: MALDMMC-162
• Module(s): Module Interdisciplinaire – Advanced II
• Language: EN
• Mandatory: No

Literacy is often something that is taken for granted and treated simply as the individualised, cognitive skills required for reading and writing. In this course we start off by problematising the concept of literacy itself, with a special focus on the relation between language and literacy, and literacy in multilingual contexts. We work through the history of changing conceptualisations of literacy, examining shaping influences of linguistics, sociolinguistics, literacy studies, anthropological linguistics, discourse theory and decoloniality theory. We consider how literacy practices are changing, engaging with research on literacy in relation to multilingualism, multimodality, mobility, digital technologies, materiality and coloniality. These directions in research point to varied approaches to literacy, and how approaches to this fundamental element in our lives are deeply politicised. By exploring its acquisition, teaching and uses in social practice, in education and in workplaces, we develop the resources for the study of inequality, success and failure that go beyond deficit views of language and literacy in education. Throughout the course, we focus on our own literacy practices, our own personal histories and experiences of literacy and those of people around us. But we also draw on research from across the world, especially the global south, which is casting new light on old understandings. As students, you will engage in a number of personal and creative tasks, compile a literacy profile for yourself and another person, present readings and write a final reflective essay. The course is taught across three blocs, two in September and one in late October, allowing students to work in between on their tasks and prepare their readings.��

You will engage in a number of personal and creative tasks, compile a literacy profile for yourself and another person, present readings and write a final reflective essay.��

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

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

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

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

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

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

You will be able to concretely use and apply fully integrated, relevant and efficient branding, marketing communication tools techniques for any projects you would like to manage, including marketing and Communications with AI!

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

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

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

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

��

Bibliographie : Given during the class.��

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

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


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


• Rolle von Richtlinien (policies) sowie politischen und sozialen Diskursen in Bezug auf Kommunikation, Mehrsprachigkeit, Migration und Zweitsprachlernen- und fördern im Kontext der Arbeit reflektieren.��


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


• 
  Rolle betrieblicher Strukturen erkennen.


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


• Merkmale der Kommunikation am Arbeitsplatz anhand authentischer Materialien analysieren.��
  


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


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

In der Arbeitswelt haben sich die sprachlich-kommunikativen Anforderungen für alle Beschäftigten unabhängig von Wirtschaftsbereichen, Branchen, Qualifikationsprofilen und Positionen stark verändert. Der technische und organisatorische Strukturwandel insbesondere hat komplexe sprachlich-kommunikative Praktiken an allen Arbeitsplätzen hervorgebracht. Dieses Phänomen nimmt durch zunehmende Digitalisierung und den Einsatz von KI-Technologien rasant zu.��
Diese Entwicklungen stellen alle Beschäftigten, insbesondere Zugewanderte aber auch Un- und Angelernte ohne Migrationshintergrund vor große Herausforderungen. Darüber hinaus brauchen sie in demokratisch-organisierten Gesellschaften Kenntnisse der Sprache(n) des Zuwanderungslandes, um ihr Recht auf Mitsprache auszuüben. Im Kontext von zunehmender und globaler gewordener Migration kommt Mehrsprachigkeit ein höher Stellewert zu. Sie kann für die Betroffenen gleichzeitig Entlastung und Belastung sein.�� Im Hinblick auf diese Phänomene wie Migration, Mobilität, strukturellen und sprachlichen Wandel sind nicht nur Individuen sondern auch Akteure der Arbeitswelt, Bildung, Forschung und Politik gefordert, diesen Veränderungen Rechnung zu tragen.��
Anhand empirischer Daten aus Projekten von der VolkswagenStiftung und des Bundesinstituts für Berufsbildung, werden die Studierenden arbeitsplatz-relevante sprachlich-kommunikative Praktiken in verschiedenen Berufsfeldern in der Produktion, Dienstleistung und Pflege «entdecken» und Anforderungen identifizieren. Es wird auf die eigene Praxis und Erfahrungen aufgebaut.
Im ersten Teil des Seminars arbeiten sie interaktiv mit Ergebnissen der ethnographischen Unternehmenserkundungen des o. g. Projekte wie Zitaten aus Interviews und Firmenprofilen und erkunden den Zusammenhang zwischen den unterschiedlichen Merkmalen des s. g. Strukturwandels und der betrieblichen Kommunikation.��
Im zweiten Teil arbeiten sie ebenfalls interaktiv mit Auszügen aus Aufnahmen und Transkriptionen von authentischen Gesprächen am Arbeitsplatz sowie arbeitsrelevanten Dokumenten. Hierbei bekommen die Studierenden Einblicke in die berufsspezifischen und -übergreifenden kommunikativen Praktiken der Beschäftigten in der modernen globalen Arbeitswelt.
Ein besonderer Fokus wird auf die Faktoren, welche die betriebliche Kommunikationsfähigkeit fördern bzw. hindern können, gelegt. Hier wird u. a. mit neuesten Studien der ����ͷ��versität Amsterdam gearbeitet.�� ��
Tradierte und innovative Konzepte zu Mehrsprachigkeit im Kontext von Migration und Arbeit werden diskutiert und Konsequenzen für Praxis (z. B. Lehren und Lernen, Personalentwicklung, Beschäftigungsfähigkeit, etc.), Forschung und Politik werden diskutiert und reflektiert. Auswirkungen der Digitalisierung der Arbeitswelt auf die betriebliche und berufliche Kommunikation werden ebenfalls diskutiert, soweit Daten zur Verfügung stehen.

Im Seminar wird ebenfalls auf die Ergebnisse des Projekts und des Netzwerkes Language for Work, European Centre for Modern Languages, Council of Europe zurückgegriffen (https://languageforwork.ecml.at/).

Aktive Teilnahme an den Diskussionen und Partner- bzw. Gruppenarbeiten im Rahmen des Kurses sind erforderlich. Das Seminar wird bedarfsorientiert gestaltet, indem die Studierenden nach ihren Erfahrungen und Erwartungen im Vorfeld gefragt werden. Wir bitten Studierende, die sich für die Sprachförderung der Zugewanderten interessieren, uns zu informieren, damit wir einen entsprechenden Schwerpunkt legen.��

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

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

Selected Bibliography

• Felstead Alan, Fuller Alison, Jewson Nick and Unwin Lorna: Working to learn, learning to work 2011): 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. 17-42Verfügbar unter: http://www.cairn.info/revue-langage-et-societe-2001-4-page-17.htm


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


• Grünhage-Monetti, M. (2022): Reflecting practice: Supporting work-related German development by low-literate migrant workers at work and through work. ICC Journal. Volume 4 Issue 3, ISSN 2747-9862: 6-22


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


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


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


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


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


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


• Thomas C./Grünhage-Monetti M.: (2019): Neue Wege der Sprachförderung: Ansätze zur Verbesserung von (Sprachen-)Lernen am Arbeitsplatz (Beispiele aus dem Bereich Deutsch lernen im Betrieb). In: Stein, M., Steenkamp, D., Weingraber, S. Zimmer, V. (Hrsg.): Flucht. Migration. Pädagogik – Willkommen? Aktuelle Kontroversen und Vorhaben. Klinkhardt Verlag: 376-411


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

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

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

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


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


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


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


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


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


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

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

The aim of the course is to get familiar with core aspects of research in the field of new media.

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

10% Course participation




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




20% Individual mapping: My research landscape




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

Selected Bibliography

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


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


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


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


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


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


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

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

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

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

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

Selected Bibliography

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


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


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


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


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


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

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

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

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


• Explore the various dimensions of linguistic stratification and linguistic subordination


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


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

The course will consists in power-point and video presentations, readings, discussions, and exploration of various institutional websites such as

1) those of the Council of Europe and the European Commission, 2) The Centre for Applied Linguistics (CAL) in the US,�� 3) those of various associations dedicated to the sustainability of linguistic diversity in civil society,�� 4) the website of the UN on sustainable development goals,�� 5) Ingrid Pilller’s blog Language on the move,�� 6) The Social justice society: https://hiw.kuleuven.be/ripple/research/linguisticjusticesociety��

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


• Students can present or submit work in groups of 2.


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

Selected Bibliography

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


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


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


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


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


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

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

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

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

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

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

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

By the end of the course, you will have a solid foundation for��starting to write ideas for your thesis, making a plan on how to approach the text and reflecting on the theoretical and methodological design of your project.��

To help you with this, the course will cover topics among the following:����

• How do you define an adequate research question?��
• How do you begin with writing?
• Why is planning your work important?��
• How do you move from data to analysis?
• Why are concepts useful?����
• What is the process of collecting your data? Where do you start? What happens if you get blocked?
• What do you with the data you collected?��
• Why can peer-support be useful? How to organize it?

��

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

Selected bibliography:��

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


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


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


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


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


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

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

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

The portfolio takes the shape of a research journal, a folder with documents, or any other forms that the student choses.��

The portfolio should include two main dimensions:��

1. a series of tasks��
2. a series of reflections on the research process and on research ideas linked to those tasks.

Tasks (mandatory):��

• The portfolio should discuss your methodological approach more in-depth (for this you will need to read literature about your methodology)
  • In which methodological frame do you locate yourself?��
  • What has been written about your methodological approach?��
  • Within that methodology, what will be your own choices?��
    • Describe your data and explain why you chose this data?��
    • Describe the steps you will be taking (interviewing, observing, analysing documents)��
    • Describe any ethical issues you think will come up in the process of doing your work.��
• The portfolio should also contain a first draft of your literature 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 and formatted according to the APA bibliographic norms.��
• The portfolio also will include a summary of three main relevant articles or books that are especially relevant for the project. The student also should explain why these articles or books are particularly meaningful for the research.��
  • What will be the data analyzed?��
  • Who might be the participants in the study?��
• Finally, the student should also read the document on Moodle called “Guidelines for thesis writing (update January 2016). It contains important information about how to build the thesis and format it.��

Reflections (suggested):

The reflection part is not separated from the tasks. As students accomplish the different tasks and progress in their project, they are invited to reflect on what they have read, on conversations with fellow students or the supervisor, if they have already selected one, on the obstacles they encountered in the research process and in the writing, and on the strategies found to overcome those obstacles. The portfolio can also include reflections on ideas and how they are progressing, feedback received on the project (during the poster course), and so on. These are only suggestions. We think they might help to keep traces of the research process, but they are not mandatory.

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

Bibliography:

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


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


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

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

The Research Internship

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

The Research Internship typically lasts 3-4 months.��
The Research internship takes place between January and June of the last semester in the course of study of the student (4th semester).��

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

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

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

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

• has done the full internship,��


• has submitted the evaluation report from the company,


• has collected data for research during the internship.

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

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

The Master Class

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

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The Symposium

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

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

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

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