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This paper seeks to show how language, combined with other social variables, exacerbates migrants' and their descendants' struggles at school and beyond in Luxembourg. To a certain extent, the official trilingualism of Luxembourg – French, German and Luxembourgish – corresponds to an 'elite multilingualism' (Garrido 2017; Barakos and Selleck 2018) which defines who can access certain resources, e. g. education, work etc., and who can be left playing catch-up. The latter are those migrants who I here conceive as multilinguals on the margins. The elitist system is a form of domination and power over those whose language repertoire is less valued. Migrants' disadvantage is further impacted by other indicators of their identity that can go beyond their educational qualifications and language repertoire per se, such as their country of origin, ethnicity, race, gender, citizenship etc. Language intersects with other forms of disadvantage or privileges. From an ethnographic sociolinguistic perspective, drawing on interviews and participant observations, this paper will illustrate this intersection of language, race and ethnicity, and struggles from the ground-level educational realities and aspirations of Cape Verdean migrants and their descendants in Luxembourg. This helps cast light on the social organisation in Luxembourg and understand the effects of multilingualism in creating 'abyssal lines' (Santos 2007) between the nationals, certain European migrants, Lusophone and African migrants in terms of social and economic mobility. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including language competence development; pedagogy; and cross-curricular language programmes.

Although academic literacy is an important goal in secondary education, many students struggle with it, particularly with disciplinary writing. There is a need for a closer integration of writing with instruction in subject areas. We designed and implemented a practice-based professional development program aimed at improving teachers' ability to teach writing within social studies. We distilled five design principles from meta-analyses of effective writing instruction, which teachers (twelve subject- and Dutch Language teachers) used to design lessons in their own classes. Effects of the program on teachers' beliefs about writing instruction were measured with a questionnaire. Although no changes in beliefs were found, teachers indicated in a learner report that they had learned a lot about integrating writing in their lessons. After six months teachers reported that they felt more able to use the design principles and still used them in their lessons. Three interventions are described in more detail in this paper. Effects on students' writing and knowledge of writing were measured using pre- and post-writing-tasks. Results showed a significant positive effect for the writing-instruction groups. We conclude that the professional development program enabled teachers to teach disciplinary writing within social studies and to improve students' writing as well. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Applied Linguistics is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This contribution to the European Journal of Applied Linguistics addresses the contextualized challenges that the Association Française de Linguistique Appliquée is still facing despite the fact that it was created as far back as 1964, at the same time as AILA. The landscape of French research may explain why the tag “Linguistique Appliquée” is not as widespread as its equivalents in some other scientific cultures. [ABSTRACT FROM AUTHOR]

AThEME is a collaborative research project studying multilingualism in Europe. This 5-year research project was set up with funding from the European Commission, and it runs from March 2014 until March 2019. The main objectives of the project are: (1) to investigate cognitive, linguistic and sociological issues in multilingual Europe, (2) to assess existing public policies and practices within the areas of education and health as well as their impact on multilingualism and (3) to contribute to evidence-based policy making. AThEME uses a range of research methodology and aims to raise awareness of multilingualism among policy makers, health professionals, academics and educators. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Applied Linguistics is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)