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Sur le territoire des Coteaux de Gascogne, agriculteurs, chercheurs et gestionnaires de l’eau s’engagent pour une transition agro-écologique des systèmes de culture irrigués. C’est dans ce contexte qu’en 2019, un projet pilote a permis de réaliser une première évaluation des performances agro-économiques des systèmes de cultures irrigués établies sur les pratiques d’agriculture de conservation des sols et sur les techniques et/ou stratégies d’irrigation économes en eau.

In the Coteaux de Gascogne area, farmers, researchers and water service managers are committed to an agro-ecological transition of irrigated farming systems. It is against this background that, in 2019, a pilot project carried out an initial assessment of the agro-economic performance of irrigated cropping systems based on soil conservation farming practices and water-saving irrigation techniques and/or strategies.

In line with recent calls for a historicising of discourse analysis, this paper provides an account of language-in-education policies in Luxembourg since the creation of the Luxembourgish state in the early nineteenth century. We briefly expound the Luxembourgish language situation and educational system, and critically discuss the contemporary discourse of impossibility of change, which is associated with it. We argue that the Luxembourgish/German/French trilingualism of Luxembourgish education and society needs to be clearly differentiated from the specific trilingual language regime currently applied within the educational system--indeed, the latter has changed and has been adapted over time, as we will show. Hence, there is no reason why it should not change again in an ongoing effort to meet the linguistic needs of a constantly shifting school population in the best possible way. We conclude that the multilingual nature of an educational system does not guarantee the absence of linguistic exclusion, and that only systems with a high degree of flexibility can adequately meet the needs of today's increasingly heterogeneous school populations. (Contains 2 notes.)

This paper examines how language-in-education policies in European Union member-states have been influenced by EU policies, and how an identical cluster of keywords--which includes in particular diversity, social cohesion, integration, as well as exclusion as their negative counterpart--emerges from and informs language-in-education policies both in Luxembourg and other European countries. It will be shown how these keywords frequently refer, in the spirit of Orwellian doublethink, to something very different from, or even the opposite of, what they are usually taken to mean. Thus diversity, which is enshrined in the EU motto of "unity in diversity", is often used in practice to uphold the dominant national cultures of monoglossia and homogeneism. The other keyword of the EU motto, social unity or cohesion, is also frequently invoked to justify practices that actually reinforce segregation and exclusion. Similar comments apply to the related keyword of integration, which has often been embraced uncritically by researchers. The analysis will explore in what ways these discourses of Luxembourgish and European language-in-education policy have a hegemonic and disempowering effect upon large numbers of students.

In this paper, I first review previous research on the topic of safetalk. I then apply some of the insights derived from this discussion to a case study of the Luxembourgish primary school system. The study uses both ethnographic and discourse analysis, and focuses in particular on the role of French language varieties in a system that forces large numbers of romanophone students to go through a German-language literacy programme. The picture that emerges reveals what changes would be needed to break through restrictive safetalk practices and enable more effective and more equitable learning. However, it is argued that the difficulties of implementing such changes are compounded by a number of language ideologies that underpin both preschool and primary school education in Luxembourg.

This monograph describes the overall language situation in Luxembourg, a highly multilingual country in Western Europe, from a language policy and planning perspective. The first part discusses the social and historical contexts, including major societal changes and uncertainties about the future, which are bound up with Europeanisation and the accelerated processes of globalisation. It also deconstructs the notions of Luxembourgish as a "minority language" and French as the "language of prestige", and describes a two-pronged language ideology that allows for either monolingual identification with Luxembourgish or trilingual identification with the languages recognised by the language law of 1984 (Luxembourgish/ German/ French). The second part discusses the trilingual school-system, a system in which large numbers of romanophone students are forced to go through a German-language literacy programme. The third part provides an overview of language spread in the areas of the media and literary writing. The fourth part examines language purism and tensions concerning the standardisation of Luxembourgish, as well as the debates about language requirements for citizenship. The discussion shows how language policy scholarship needs to be approached from a multidimensional perspective, that is, by taking into account dynamics on the global, regional and local levels in addition to those at the state level. (Contains 1 figure, 1 table, and 12 notes.)

Advocates a concordance- and genre-based approach to academic essay writing for non-native students. Describes a project that aimed to teach undergraduate law students to write formal legal essays. Students identified structural characteristics and used concordances to explore possible correlations between the generic structures and particular lexical items. (Author/VWL)