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The article focuses on the role of multilingualism in teaching English language in the European School of Luxembourg (ESL). It states that the children of the Employees of European Institutions who don't pay tuition fee are priorities of ESL. It discusses the aim and implications of the European Schools and also focuses on the use of classroom artifacts and writings as symbolic activity to acquire the target language.

This paper investigates the use of multilingual resources by plurilingual participants in two English language classrooms in Luxembourg. Using Conversation Analysis and drawing on transcriptions of video-recordings, we present three examples of student use of multilingual resources and their respective teacher next turn management (through modified repetition, monolingual reformulation and meta-talk about language). We show that the students’ use of multilingual resources aligns with the ongoing interaction (pedagogical focus and classroom micro contexts), is significantly discourse-related and allows for doing emphasis and topic placement. We argue that our multimodal analysis brings critical insights into the study of multilingual resources in language classrooms, which has implications for the investigation of teaching and language learner/language user participation in instructed learning environments. [ABSTRACT FROM AUTHOR]

A correction to the article published in November 2012, Classroom Discourse issue is presented.