内容

目次

A different kind of study; the Grand Duchy of Luxembourg. Part 1Economic transition and language status change: economic crisis andgovernment measures; economic diversification; economic transition and socialchange; language policy and planning. Part 2 Political, socioeconomic, andlanguage development: language and cultural origins; political development;rise of nationalism and industrial development; conclusion - language usedevelopment. Part 3 Language use and social interaction: government domains;public domains; social interaction; conclusion - language and social capital.Part 4 Language use and schooling: national education; teacher expectationsand classroom practices; evaluations and examinations; student background;conclusion - language policy intent and implementation. Part 5 Learning aboutand teaching languages - upper and middle class communities: the Kaisers -portrait of an upper class family; learning about languages; learning how tobehave; home to school transition; the Schreibers - portrait of a middleclass family; teaching languages and how to behave; home to schooladjustment. Part 6 Valuing Letzebuergesch - the working class: the Thillfamily; language attitudes and social behaviour; home to school - confusionamong working class children. Part 7 Language policy and planning: policyintent; policy implementation; policy experience; problems and potential inpolicy level analysis. Appendix: questionnaires. Maps: Western Europe;linguistic boundaries; the three partitions of Luxembourg. Tables: time lineof political, socioeconomic and language development; languages ofinstruction; parents' profession of students attending secondary schools;languages used by parents of students attending secondary schools; studentuse of German and French by school. Texts: Social interaction texts - theweekend newspaper, code-switching at home; School texts - teacherexpectations for behaviour, vocabulary learning, code-switching in theclassroom, questioning, change of language of instruction, teacherexpectations of behaviour, teacher definitions of intellectual ability,teacher values; Upper class texts - learning multilingualism, picture booktalk; Middle class texts - learning Letzebuergesch, story telling, learninglanguages; Working class texts - language attitudes, learning language,parent-child interaction.