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Pluricentric Languages and Non-Dominant Varieties Worldwide

Part I: Pluricentric Languages across Continents. Features and Usage

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Edited By Rudolf Muhr

This is the first of two thematically arranged volumes with papers that were presented at the "World Conference of Pluricentric Languages and their non-dominant Varieties" (WCPCL). It comprises papers about 20 PCLs and 14 NDVs around the world. The second volume encompasses a further 17 papers about the pluricentricity of Portuguese and Spanish. The conference was held at the University of Graz (Austria) on July 8th-11th 2015. The papers fall into five categories: (1) Theoretical aspects of pluricentricity and the description of variation; (2) Different types of pluricentricity in differing environments; (3) African pluricentric languages and non-dominant varieties; (4) The pluricentricity of Arabic and Asian languages; (5) The pluricentricity of European languages inside Europe (Austrian German, Bosnian/Serbian/Croatian, Hungarian, Belgium Dutch, French, Greek, Swedish, Russian).

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German at secondary schools in Luxembourg: a first, second or foreign language? Pluricentricity on test

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Abstract

The focus of this paper lies on the position of German in Luxembourgish secondary schools. According to the pluricentric model, Luxembourg is not considered a full but a half centre with no recognized national variety (Ammon et al 2004: XLVIII). In the Language Law of 1984, German is defined as one of Luxembourg’s three recognized official languages, next to Luxembourgish and French. An analysis of selected language policy and planning documents for the teaching of German in Luxembourg and statements on the teaching of German made by school officials has shown that even though German plays a prominent role in Luxembourgish schools, it is unclear whether it is regarded and/or taught as a first, second or foreign language. The position, function and status of the German language in the Luxembourgish classroom will be investigated further by analyzing and comparing these documents to questionnaire data collected in order to gain an insight in language planning processes.

1.   Introduction

This paper will present some data gathered as part of a larger project run by Wini Davies (Aberystwyth), Eva Wyss (Koblenz-Landau) and Melanie Wagner (Luxembourg). The project as a whole investigates the norm awareness and norm knowledge of secondary school teachers and their role as authorities on that same norm in Germany, Switzerland and Luxembourg. On the basis of data collected from teachers through questionnaires we aim to shed light on teachers’ practice in secondary-school German classes in these three countries, where German plays...

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