Designing a language policy for the International Standing Conference for the History of Education : issues, models and blueprint for action

Report (2021)

Capitalizing on linguistic diversity in education

in European Journal of Applied Linguistics (2020), 8(2), 143-353

Reconnaître les compétences transversales en lien avec l'employabilité et les certifications: Enjeux, cadre de référence et effets

Report (2019)

Recognizing transversal competencies in situations of professional development: challenges and stakes

Scientific Conference (2018, September 13)

Generalizing from Case Studies: A Commentary

in Integrative Psychological and Behavioral Science (2018)

This commentary responds to the articles assembled for the thematic issue Self-identity on the move: methodological elaborations (IPBS, 51 (2), June 2017). The issue points in two directions. Firstly, the ... [more ▼]

This commentary responds to the articles assembled for the thematic issue Self-identity on the move: methodological elaborations (IPBS, 51 (2), June 2017). The issue points in two directions. Firstly, the articles investigate the way individual self-identity develops in changing social and cultural environments, specifically in the contexts of family, youth and migration. Secondly, the special issue is also interested in methodological elaboration, more specifically the question of how one can generalize from individual case studies, especially when looking at complex, multiscale, semiotic processes. This commentary particularly addresses the second point and uses the various cases in this issue (i) to better understand something of the larger intellectual debate around the question of 'generalizing from case studies', and (ii) to reflect on writing as a tool for indexing generalization. The commentary highlights five textual moves the authors use to make their findings relevant beyond the specifics of the local study. [less ▲]

Applying nexus analysis in work contexts

Presentation (2017, November 21)

L'ethnographie du travail

E-print/Working paper (2017)

Pluriversalizing (Higher) Education: meanings, contexts and possibilities

Scientific Conference (2017, October 20)

This presentation explores hybridity, multilingualism and mediation in (Higher) Education, especially when (university) classrooms become more visibly diverse and multilingual. It begins by identifying ... [more ▼]

This presentation explores hybridity, multilingualism and mediation in (Higher) Education, especially when (university) classrooms become more visibly diverse and multilingual. It begins by identifying first which professional dilemmas and opportunities the diversifying classroom crates for both teachers and students. How does increasing diversity affect for example language policy, assessment, expression, and curriculum development? The paper next suggests that taking an interdisciplinary outlook might shed interesting light on these questions. In particular, insights from socioliguistics, multilingual education, social semiotics and post-colonial studies might lead to renewed thinking about traditional concepts of miedations and re-mediations. Finally, drawing on both succesful and problematic cases, the discussion explores the meanings, challenges and opportunities that arise when adopting what researchers from the South have called a pluriversal perspective, and when one substitutes a multilingual ethos and ethics of care for the more traditional monolingual, eurocentric orientation most prevalent in Western Universities. [less ▲]

Superdiversity and Language

in Canagarajah, Suresh (Ed.) The Routledge Handbook of Migration and Language (2017)

Plurilinguisme et multimodalité : les dilemmes de l’enseignant débutant en contexte linguistiquement hétérogène

in Forumlecture suisse. Littératie dans la recherche et la pratique (2017), 2017(1), 1-22

Les classes en Europe se diversifient. Cette diversification transforme l’exercice du métier enseignant tout en lui offrant de nouvelles opportunités de développement. Cet article explore l’hypothèse ... [more ▼]

Les classes en Europe se diversifient. Cette diversification transforme l’exercice du métier enseignant tout en lui offrant de nouvelles opportunités de développement. Cet article explore l’hypothèse qu’en utilisant des outils issus de paradigmes au départ distincts – les approches multimodales du discours issues de la sémiotique sociale et les travaux sur le plurilinguisme dans le champ de la linguistique appliquée – on peut faire émerger une vision plus compréhensive des dilemmes et des questions que la diversité pose, en particulier pour l’enseignant débutant. En partant de l’analyse d’une première leçon de français dans une classe très internationale et un contexte d’enseignement trilingue, l’article s’attache à dresser une première cartographie de ces dilemmes. Cinq défis en particulier sont relevés (relatifs à la différenciation, la reconnaissance du travail sémiotique, l’évaluation, la reconnaissance des répertoires des élèves, et aux compétences linguistiques des enseignants). La cartographie est posée comme un préalable nécessaire à une réflexion plus large sur les moyens d’action à mettre en oeuvre pour soutenir l’action enseignante en contexte linguistiquement hétérogène. [less ▲]