IMILAL: Interaction in Luxembourgish as an additional language: An analysis of the role of the context in language learning among multilingual adults

The thesis discusses the role of the social context in learning Luxembourgish as an additional language. Emphasis is laid on the use of the target language by adult learners who already speak at least two of the languages in use in the country; namely French, German (the official languages), and English (an important language in the working domain). Within the framework of sociocultural theory of language, which views language as a social process, this study uses  triangulation of data and method and argues that the multilingual learner of Luxembourgish plays an important role as an actor in learning during social interaction that afford for language use. Just like the learner, the social context influences language learning in offering/creating affordances for the use of Luxembourgish by the learner.

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