References of "Ehrhart, Sabine 50001740"
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See detailWege zu einer Nachbarsprachen-/Grenz(raum)didaktik
Ehrhart, Sabine UL; Polzin-Haumann, Claudia; Putsche, Julia et al

in Romanistik und Angewandte Sprachwissenschaft (in press), 5

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See detailA multiplurilingual space for language education. How can teacher education respond to the linguistic and cultural diversity in a given place?
Ehrhart, Sabine UL; Bes Izuel, Asuncion UL

in Voces y Silencios (2018)

Luxembourg is one of the countries with the highest degree of linguistic variety in Europe. The situation of the classroom is challenging as at least three school languages meet children with a ... [more ▼]

Luxembourg is one of the countries with the highest degree of linguistic variety in Europe. The situation of the classroom is challenging as at least three school languages meet children with a multilingual background in their families, very frequently of a different type of repertoire (with more than 50% of the school population having a migrational background). The school system tries to find solutions through the creation of adapted teaching models for newly arrived students and pupils, according to their profile. The research project that we present is based on two pillars: an institutional co-construction between teachers and researchers, with an orientation of mutual empowerment, and an international cooperation between two researchers forming a tandem with more than two wheels because of their experience in teacher education and educational research in various multilingual spaces, not only in Luxembourg, but also in Spain, France, Germany, Russia, the South Pacific, Madagascar and Siberia. [less ▲]

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See detailLa frontière, un défi pour l'enseignement des cours de langues (étrangères)?
Ehrhart, Sabine UL

Scientific Conference (2017, November 23)

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See detailTeaching languages in contact: the case of Luxembourg and Catalonia
Ehrhart, Sabine UL

Scientific Conference (2017, November 09)

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See detailLa famille, lieu d'apprentissage de la diversité et de la mobilité
Ehrhart, Sabine UL

Scientific Conference (2017, October 11)

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See detailPolynésie et Mélanésie
Ehrhart, Sabine UL

in Reutner, Ursula (Ed.) Manuel des francophonies (2017)

Dans le présent article nous tenterons de dresser le portrait des situations d’utilisation du français dans l’océan Pacifique, dans une approche écologique, dynamique et holistique. Nous présenterons ... [more ▼]

Dans le présent article nous tenterons de dresser le portrait des situations d’utilisation du français dans l’océan Pacifique, dans une approche écologique, dynamique et holistique. Nous présenterons brièvement l’évolution historique et politique de chaque aire francophone, de son degré de francophonie et des liens qui existent entre le français et les autres langues parlées à chaque endroit, selon les domaines et fonctions d’utilisation. Certaines parties de cette vaste région se caractérisent par le tissage d’un réseau actif de relations interinsulaires. La Polynésie en est l’illustration type, alors qu’en revanche les espaces insulaires de la Mélanésie ont davantage tendance à être repliés sur eux-mêmes. [less ▲]

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See detailWéi funktionéiert Méisproochegkeet?
Ehrhart, Sabine UL

Conference given outside the academic context (2017)

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See detailAusgrenzung duerch Sprooch? Exclusion par la langue?
Kmec, Sonja UL; Ehrhart, Sabine UL; Fehlen, Fernand UL et al

Speeches/Talks (2017)

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See detailGrenzregion und Fremdsprachendidaktik, auf ewig ein Paar?
Ehrhart, Sabine UL

in Polzin-Haumann, Claudia; Putsche, Julia; Reissner, Christina (Eds.) Romanistik und angewandte Sprachwissenschaft (2017)

Innerhalb der Sprachendidaktik hat sich die Begriffskombination Grenzregion – Fremdsprachendidaktik fest eingebürgert. In diesem Artikel möchte ich dafür plädieren, dass es sich lohnt, dieses Binom zu ... [more ▼]

Innerhalb der Sprachendidaktik hat sich die Begriffskombination Grenzregion – Fremdsprachendidaktik fest eingebürgert. In diesem Artikel möchte ich dafür plädieren, dass es sich lohnt, dieses Binom zu hinterfragen und die Terminologie in diesem Bereich gegebenenfalls auf einen neueren Stand zu bringen, auf der Grundlage der aktuellen Situation in Europa und in der Welt. [less ▲]

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See detailLanguage ecology as a centripetal force for the multilingual workplace
Ehrhart, Sabine UL

in Bulletin Suisse de Linguistique Appliquée (2017)

In this contribution, I will present examples of common practice to overcome barriers, bridge boundaries and deconstruct borders at the workplace; these are centripetal or democratizing forces as they try ... [more ▼]

In this contribution, I will present examples of common practice to overcome barriers, bridge boundaries and deconstruct borders at the workplace; these are centripetal or democratizing forces as they try to reduce the distance between people of different origins by creating inclusive spaces. My contribution to a comparative perspective comes from the field of ecolinguistics, a rather new discipline which tries to combine various interdisciplinary approaches in the field of communication, especially in complex environments, with a high diversity of linguistic systems [less ▲]

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See detailBRIDGING THE GAP: CHILDHOOD LANGUAGE ACQUISITION AND CREOLE GENESIS
Ehrhart, Sabine UL

in Journal of the Linguistic Society of Papua New Guinea (2017)

This article presents two cases of specific language ecologies that emerged in the South Pacific at the end of the nineteenth and the beginning of the twentieth century: Palmerston English, spoken on a ... [more ▼]

This article presents two cases of specific language ecologies that emerged in the South Pacific at the end of the nineteenth and the beginning of the twentieth century: Palmerston English, spoken on a remote atoll in the Cook Islands, and Tayo, a school creole from the Catholic mission of Saint-Louis in New Caledonia. Both are still spoken and even expanding at present. Findings from these creoles with English and French lexifiers may be of interest to studies of German-based contact languages with similar initial ecologies. Based on the description of the environment where those two contact languages emerged, we would like to start a discussion about the parameters that influence the creation of new languages in specific contexts, such as these languages and Unserdeutsch. [less ▲]

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See detailLuxembourg: A multiplurilingual space for language education. How can teacher education respond to the linguistic and cultural diversity of a given place?
Ehrhart, Sabine UL; Bes Izuel, Asuncion UL

Scientific Conference (2017)

The aim of the present communication is to share the main findings of a collaborative research project developed in 2013-2014 between a high school and the University in Luxembourg. Collective ... [more ▼]

The aim of the present communication is to share the main findings of a collaborative research project developed in 2013-2014 between a high school and the University in Luxembourg. Collective multilingualism and individual plurilingualism, defined as multiplurilingualism by Ehrhart (2010: 221), form the linguistic environment of Luxembourg. Luxembourg, a small country in Europe with a high rate of immigration (46, 7%, STATEC, 2016), has three languages (Luxembourgish, French and German) and a trilingual education system. Fluency in the three languages is considered to be essential to facilitate social cohesion and professional success (OECD, 2006: 1010), and language teaching occupies a central position in the education system. Nevertheless, language learning programmes are quite inflexible and very compartmentalized (García, 2009; Gretsch, 2014). The multiplurilingual situation of the country challenges the traditional view of language and requests teachers to adapt their practices to the new circumstances. One option for secondary schools to address this linguistic diversity are the classes d’insertion, an innovative setting developed by the Ministry of Education, where recently arrived adolescent students are ofered an educational track by means of a full-immersion program in a second language (French, German or English).. Considering the teacher as a mediator and grounded in sociocultural theory combined with an ecolinguistic approach, the present study observes and describes the way that two teachers of these classes d’ insertion were teaching classes in French to newcomer students (aged 11-12);. By means of classroom-observation, audio-recording, field notes and photos we tried to understand what was happening in class during one academic year. Through three semi-structured interviews conducted with the teachers, we gathered information about their thoughts concerning their practices. The research data show the impact of the teachers’ beliefs on their classroom practices and pedagogical decisions. However, their representations do not fully correspond with the real practices observed in class. In order to make those two ends meet, are planning to extend the reflection on an international level, in an action-research-project with teachers developing their talent as researchers and reflecting about their practices in order to propose new pedagogies and approaches to teacher education in multicultural contexts. [less ▲]

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See detailIndividual and societal bilingualism and multilingualism
Ehrhart, Sabine UL

in Fill, Alwin F.; Penz, Hermine (Eds.) The Routledge Handbook of Ecolinguistics (2017)

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See detailRomania diversa: für eine VIelfalt der Zugänge zur französischen Sprache
Ehrhart, Sabine UL

Presentation (2016, May 27)

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See detailCrossing borders through languages
Ehrhart, Sabine UL

Presentation (2016)

Detailed reference viewed: 43 (1 UL)