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Sekundarstufe I: Grundlagen, Aufgabenbeispiele und Unterrichtsanregungen Sprachen lehren und lernen. Die Perspektive der Bildungsgang-forschung. Pourquoi apprendre les langues? Integration durch Sprache. Dokumentation der Jahrestagung DaF Kulturwissenschaften und Fremdsprachendidaktik im Dialog. Aufgabenorientierung im Fremdsprachenunterricht. Tasked based language learning and teaching. Festschrift zum Geburtstag von Michael Legutke. Menschen, Sprachen, Kulturen. Konsequenzen aus PISA. Perspektiven der Fachdidaktiken. Zur Selbst- und Fremdwahrnehmung mehrsprachiger Menschen Konzepte, Modelle, Perspektiven.

Ditfurth, M. Postkommunikativer Fremdsprachenunterricht Interkultureller Fremdsprachenunterricht Interkulturelles Lernen. Deutsch als Fremdsprache weltweit interkulturell? Fremdsprachen lehren lernen-Lehrerausbildung in der Diskussion Taiwan an der Schwelle zum Jahrhundert - Gesellschaftlicher Wandel, Probleme und Perspektiven eines asiatischen Schwellenlandes. Dokumentation des Oktober in Giessen Didaktik des Fremdverstehens Documents officiels. Data Protection. Luxembourg Learning Centre. Centre de Langues. High Performance Computing.


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Accords interuniversitaires. Courses taught in English. Transatlantic Dialogue. Confucius Institute. Research in numbers. Publications - ORBilu. Robert Schuman Initiative for European Affairs.

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Interdisciplinary Centre for Security, Reliability and Trust. Luxembourg Centre for Systems Biomedicine. Luxembourg Centre for Contemporary and Digital History. Graduation Week. Doctoral Education. Formations qualifiantes. Formations continues. Auditeurs libres. Bureau d'accueil. Career Centre. Rechercher une personne. Campus de Belval.

Campus de Kirchberg. Campus de Limpertsberg. Organising an event on Belval Campus.

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STEM – Content learning in German – with CLIL - Goethe-Institut

Studying and Teaching in a multilingual university. University of Hamburg, Germany, funded by the University of Hamburg. An investigation into the experiencing of positive emotions in French language class , University of Hamburg, Germany, funded by the DFG. Wie Grundschulkinder ihr Sprachenlernen reflektieren Working with portfolios.

Literaturwissenschaftliche Seminare in der Romanistik aus der Perspektive der Lehrenden und Studierenden. Seminars in Romance literature from the perspective of teaching staff and students. A qualitative study on the education of secondary teachers of French , University of Hamburg, funded by the University of Hamburg, Germany. Teaching Mandarin as a third or fourth foreign language in a secondary school in Alsace: the role of multilingual and multicultural competences , Transnational PhD; Co-Supervision with Prof.

Neuer, University of Education, Karlsruhe, Germany.

The challenge of the third language — a grounded-theory based study on language practices and representations of students in trilingual MA-programs at the University of Luxembourg , University of Luxembourg. Co-Supervision with Prof. PhD projects in progress main supervision : since Hansen-Pauly, Marie-Anne: Lives in several languages, literary creation and cultural identity construction: Liliane Welch and Pierre Joris. University of Luxembourg, self-funded.

Gender in the French language classroom: an intersectional study , University of Hamburg, Germany, funded by the University of Hamburg. Funded by the Luxembourg National Research Fund.

Die Zerstörung der CDU.

Funded by the University of Luxembourg. PhD projects in progress co-supervision : since Mona Stierwald: Transfer und Reflexion im Ausbau formeller Register bei mehrsprachigen Studierenden durch kollaborative Schreibprozesse Tranfer and reflexion in formal linguistic registers: multilingual students in collaborative writing activities.

Erfurt, J.

Education in Germany — Bildungsbericht - EN

Transnational PhD ; Co-supervision with Prof. Plurilingual Identitites. On the way to an integrative view on language education? Are Researchers in Europe European Researchers? Mehrsprachigkeit als Wert und Herausforderung. Hu, Adelheid in Jahrbuch Deutsch als Fremdsprache.


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Migration — Globalisierung — Fremdsprachenunterricht. Changing between different school tracks is possible from the beginning until the end of secondary education and about one in five students does change. The number of Turkish citizens is ,, a third of the total Turkish population in Germany. There is a dramatic change, however, when it comes to vocational training. First generation refers to Turks who immigrated before and were at least 20 years old at that time.

Second generation are Turks who were either born in Germany or immigrated before the age of 4 and therefore still had time to learn German in kindergarten before school enrollment. For theoretical discussions on reasons for this see e. Robert Erikson and Jan O.

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