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See detailLinguistic identity, language attitudes and language perception in the German-speaking community of Belgium: A comparative study across the German-Belgian border.
Weber, Sandra ULg

Poster (2012, September)

If you have a look on the media in the German-speaking Community of Belgium (GC), you will find how prevalent the subject of language is in the minds of the German-speaking Belgians. East Belgian ... [more ▼]

If you have a look on the media in the German-speaking Community of Belgium (GC), you will find how prevalent the subject of language is in the minds of the German-speaking Belgians. East Belgian linguistic characteristics are frequently treated in the media (cf. e.g. the radio competition “Ostbelgien lernt Deutsch – der germanistische Adventskalender“) and just recently, a popular scientific dictionary of East Belgian everyday language has been published. This suggests that in the GC, there is a feeling that German as it is spoken in East Belgium differs from German spoken in the Federal Republic of Germany. This project asks the question of how East Belgian linguistic characteristics in everyday language are perceived and judged by the German-speaking Belgians, and to what extent they are part of their linguistic identity. Special attention is paid to the question of how far linguistic identity, language attitudes and language perception in the GC are influenced by the political and cultural situation of the region. The German-speaking Community is a partly independent political entity within the Belgian federal system. The eventful history of the region (3 changes in nationality within 25 years) and the minority situation have made it difficult for the inhabitants of the GC to find their own identity and a sense of “we-ness”. The inhabitants of the GC speak a language whose “mother country” is neighbouring Germany and they are closely linked to German culture through the media – nevertheless, they do not feel German. At the same time, within the state of Belgium, they are a linguistic minority, but they are also linked to Belgian culture through intensive contacts. Within Belgium, the German-speaking Belgians can use the German language to claim uniqueness (cf. the term “German-speaking Community”), but this does not work on the international level. But can dissociation from the German citizens happen on a linguistic level nevertheless, through regional variants and varieties? Since there are basically great similarities between the linguistic situation in the GC and in the bordering German areas (both on the level of the traditional dialects and regional linguistic features as well was in the vertical structure of variety use), while the extra-linguistic situations are very different, a comparative survey across the Belgian-German border is especially enlightening. The most important questions I want to raise are thus: How strong is the feeling that the regional everyday speech differs from that spoken on the other side of the national border? To which degree do these beliefs correspond to reality? What is in the eyes of the local population on both sides of the frontier typical of this variety? How do they evaluate it? And which functions do occurring regional features of German have for the identity of the people on both sides of the frontier? The methodology and first results have been presented on the poster. [less ▲]

Detailed reference viewed: 232 (16 ULg)
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See detailLinguistic innovations and evolution of registers in the Deir el-Medineh community: Scribal networks and families during the 20th dynasty
Polis, Stéphane ULg

Conference (2011, April 05)

The aim of this lecture was to investigate the relation between scribal variation and language change in pre-Demotic Egyptian, focusing more specifically on “The best case scenario in the worst cultural ... [more ▼]

The aim of this lecture was to investigate the relation between scribal variation and language change in pre-Demotic Egyptian, focusing more specifically on “The best case scenario in the worst cultural environment”, i.e. the text community of Deir el-Medineh during the 20th Dynasty. The talk was methodologically oriented and several case-studies (related to the diaphasic and diachronic dimensions of variation) were presented in order to illustrate some principles and to suggest new ways of investigation in the description of Ancient Egyptian variation. Additionally, the possibility of a scribal network analysis of the written material found in Deir el-Medineh has been discussed. [less ▲]

Detailed reference viewed: 61 (5 ULg)
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See detailLinguistic variation in Ancient Egyptian. An introduction to the state of the art (with special attention to the community of Deir el-Medina)
Polis, Stéphane ULg

in Cromwell, Jennifer; Grossman, Eitan (Eds.) Beyond Free Variation: Scribal Repertoires from Old Kingdom to Early Islamic Egypt (in press)

In this chapter, I explore different aspects of the variability ‘inherent to human languages’ as it manifests itself in the corpus of pre-Demotic texts from Ancient Egypt. More specifically, I adopt a ... [more ▼]

In this chapter, I explore different aspects of the variability ‘inherent to human languages’ as it manifests itself in the corpus of pre-Demotic texts from Ancient Egypt. More specifically, I adopt a sociolinguistic perspective and describe the types of impact that extra-linguistic factors have had on the written performance in this specific socio-cultural setting. [less ▲]

Detailed reference viewed: 351 (20 ULg)
See detailA linguistic, transatlantic approach of experiment
Meesters, Gert ULg

E-print/Working paper (1997)

Detailed reference viewed: 15 (1 ULg)
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See detailLinguistica belgica: Le souvenir du comte de Fraula
Droixhe, Daniel ULg

in Historiographia linguistica (1976), 3(2), 261-265

Detailed reference viewed: 40 (10 ULg)
See detailLinguistics : An Introduction : traduction d'extraits
Renaville, François ULg

Master of advanced studies dissertation (2000)

Detailed reference viewed: 29 (2 ULg)
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See detail"Linguistics : An Introduction" : extraits traduits
Radford, Andrew; Atkinson, Martin; Britain, David et al

Learning material (2002)

Detailed reference viewed: 145 (20 ULg)
See detailLa linguistique contrastive au service du traducteur
Letawe, Céline ULg

Conference given outside the academic context (2012)

Detailed reference viewed: 32 (8 ULg)
See detailLinguistique et sémiotique dans l'analyse de texte
Defays, Jean-Marc ULg

Scientific conference (1997, April)

Detailed reference viewed: 23 (1 ULg)
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See detailLinguistique générale et linguistique française. L’apport du 'Français moderne'
Klinkenberg, Jean-Marie ULg

in Français Moderne (Le) (2008), n° spécial/special issue

Detailed reference viewed: 117 (9 ULg)
See detail"Linguistique textuelle et didactique du FLE/S"
Defays, Jean-Marc ULg

Scientific conference (2010, November 17)

Detailed reference viewed: 82 (2 ULg)
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See detailLa Linière Saint-Léonard
Frankignoulle, Pierre ULg

in Paquet, Pierre; Cannella, Anne-Françoise; Warzée, Gaëtanne (Eds.) Le Patrimoine industriel en Wallonie (1994)

Detailed reference viewed: 208 (6 ULg)
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See detailLining systems stability in landfill slopes : parametric study
Frédéric, Bernard; Rigo, Jean-Marie ULg; Bolle, Albert ULg et al

in Proceedings of the Fifth International Landfill Symposium (1995)

Detailed reference viewed: 20 (0 ULg)
See detailLink : un lien vers l’imaginaire
Hurel, Pierre-Yves ULg

Conference given outside the academic context (2016)

Detailed reference viewed: 13 (0 ULg)
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See detailA Link Between Human Behaviour and Computers' Future Behaviour
Merciadri, Luca ULg

E-print/Working paper (2009)

Many studies have been written about children's development, and their behaviours during the phases they encounter before becoming adults. Thus, some clear links can be established between children's ... [more ▼]

Many studies have been written about children's development, and their behaviours during the phases they encounter before becoming adults. Thus, some clear links can be established between children's development and A.I. future trends. We here summarize the most important comparison characteristics. [less ▲]

Detailed reference viewed: 101 (23 ULg)
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See detailLink between learning profile and school achievement in primary school; a transversal study
Frenkel, Stéphanie ULg; Nobile, Debora ULg

Conference (2014, July)

School achievement plays an essential role in terms of professional and social adaptation. However, all the students do not always perform as the system requires them to. In Belgium, at the end of ... [more ▼]

School achievement plays an essential role in terms of professional and social adaptation. However, all the students do not always perform as the system requires them to. In Belgium, at the end of compulsory education, one student out of two lags behind in their school education (Indicators from the Fédération Wallonie-Bruxelles [Walloon-Brussels Federation], 2012). In this context, we do not consider that there are “bad” learners. Instead, there are those students whose learning profile is more or less in line with the context’s requirements and those whose profile is not. In many works, the student’s learning profile is operationalised by measures on 3 levels: cognitive, metacognitive and psycho-affective. These psychological variables, which are major components of self-regulated learning, play a central role in the explanation of school performance (for more details, see Frenkel, in press; Frenkel & Deforge, in press). This profile is not fixed once and for all. It evolves over time and it represents the result of the interaction between these three variables with other factors, notably bio-medical, socio-demographical ones, factors related to family environment (Pourtois, Desmet & Lahaye, 2004; Trudel, Puentes-Neuman & Ntebutse, 2002) and the too often forgotten factors linked to class management and social interactions between students and teachers (see Wang, Haertel & Walberg, 1994). Determining the students’ learning profile enables us to identify their strengths and work on their weaknesses. Therefore, it is essential that psycho-educational teams have validated tools at their disposal in order to carry out this task. Our aim is to propose new tools which will complement the already-existing ones. In this presentation we propose to introduce and discuss our methodology and the results obtained. The starting target population was made up of 198 primary school students divided equitably into three levels (second year of primary school, fourth year of primary school and sixth year of primary school). A problem-solving task based on the DELF (Büchel & Büchel, 1995) was created. It was completed by two questionnaires to fill in before and after the task. The learning profile defined on this basis was analysed according to several variables (age, gender, socio-professional category, school results). Group testing is still in progress. We will also illustrate our presentation with the first results of individual testing which will begin in May 2014. References - Büchel, F.P. & Büchel, P. (1995). Découvrez vos capacités, rEalisez vos possibilités, pLanifiez votre démarche, soyez créatiFs. Le programme DELF. Russin, Switzerland: Centre d’éducation cognitive - Frenkel, S. (in press). Metacognitive components in learning to learn approaches. International Journal of Psychology: A Biopsychosocial Approach - Frenkel, S., & Deforge, H. (in press). Métacognition et réussite scolaire: Perspectives théoriques. In C. Giraudeau & G. Chasseigne (Eds.), Psychologie, Education et Vie scolaire. Tours, France: Editions Publibook Université - Pourtois, J.-P., Desmet, H., & Lahaye, W. (2004). Connaissances et pratiques en éducation familiale et parentale. Enfances, Familles, Générations, 1, 22-35 - Trudel, M., Puentes-Neuman, G., & Ntebutse J.G. (2002). Les conceptions contemporaines de l’enfant à risque et la valeur heuristique du construit de résilience en éducation. Revue Canadienne de l’Education, 27 (2 & 3), 153-173 - Wang, M.C., Haertel, G.D., & Walberg, H.J. (1994). What helps students learn? Educational Leadership, 51 (4), 74-79 [less ▲]

Detailed reference viewed: 55 (12 ULg)