Contents - 7 -- Acknowledgements - 11 -- Transcription conventions - 13 -- Chapter 1: Introduction -- 1.1 Invisibilization and foreignization - 15 -- 1.2 Previous studies - 17 -- 1.3 Terms for ethnic groups - 20 -- 1.4 Towards a sociolinguistics of transnational multilingualism - 22 -- 1.4.1 The "multilingualism as a problem" ideology - 22 -- 1.4.2 How even the Multilingualism Handbook (partially) fails the test - 24 -- 1.4.3 The need for a language ideological approach to multilingualism - 26 -- 1.4.4 Excurse: Beiräo vs. Koven - 27 -- 1.4.5 Raymond Williams' structures of feeling - 29 -- 1.5 A note on data - 33 -- Chapter 2: Multilingualism in Luxembourg and beyond -- 2.1 The trilingual school-system - 37 -- 2.1.1 Building bridges or barriers? - 37 -- 2.1.2 Excurse: The strong form of bilingual education - 40 -- 2.1.3 Historical origins of the trilingual educational system - 40 -- 2.1.4 Linguistic capital: The national resource - 41 -- 2.1.5 Excurse 1 on English - 45 -- 2.1.6 Excurse 2 on Portuguese - 45 -- 2.1.7 Excurse 3: A note on Luxembourgish and its role in the educational system - 46 -- 2.1.8 Firwat ass alles schief gaangen? Responses to Luxembourg's PISA results - 47 -- 2.2 Multilingualism, migration and schooling in Europe - 49 -- 2.3 Situating Luxembourg within the multilingualism debate - 52 -- Chapter 3: The invisibilization of "foreigners" in educational and media discourses -- 3.1 Representation and invisibilization - 59 -- 3.2 Invisibilization in educational discourses - 60 -- 3.2.1 Romanophone students in a German-language literacy programme - 60 -- 3.2.2 Authoritative educational discourses 1: Pour une ecole d'integration - 61 -- 3.2.3 Authoritative educational discourses 2: L'education precoce: Plan cadre - 62 -- 3.2.4 Some ethnographic data - 64 -- 3.2.5 Moving towards educational equity - 66.

3.2.6 The Council of Europe report, or: Increased visibility at the European level - 68 -- 3.2.7 Reajustement de l'enseignement des langues: Plan d'action, or: Re-invisibilization - 70 -- 3.2.8 Excurse: Semilingualism in popular educational discourses - 73 -- 3.3 Invisibilization in media discourses - 75 -- 3.3.1 The Luxembourgish print media landscape - 75 -- 3.3.2 Invisibility as an ideal in popular media discourses - 76 -- 3.3.3 Excurse: A note on the rhetoric of integration - 79 -- 3.3.4 Excurse 2 on the discourse of integration: Asymmetry in elite media discourse - 80 -- 3.3.5 Excurse 3 on Luxembourgish as the "language of integration" - 82 -- 3.3.6 The debate about multilingualism in the Luxemburger Wort - 84 -- 3.3.7 Increased visibility at the local level: d 'Niouz - 85 -- Chapter 4: The Juso-descendant youngsters: Making visible 1 -- 4.1 Living in an officially trilingual world - 89 -- 4.1.1 Stratified orders of indexicality in Luxembourg - 89 -- 4.1.2 The principle of trilingualism through monolingualism - 90 -- 4.2 Code-switching in the classroom - 91 -- 4.2.1 The role of German - 91 -- 4.2.2 The data - 93 -- 4.2.3 A creative writing activity - 93 -- 4.2.4 Deconstructing the "we-code" vs. "they-code" distinction - 99 -- 4.2.5 The mother-tongue habitus of this classroom - 100 -- 4.3 Code-switching in the family - 103 -- 4.3.1 The role of French - 103 -- 4.3.2 What is the "base language" of this interaction? - 107 -- 4.3.3 Stylisation in a mixed Portuguese-French family - 108 -- 4.3.4 Metaphorical code-switching - 111 -- Chapter 5: The luso-descendant youngsters: Making visible 2 -- 5.1 Language ideologies - 115 -- 5.2 Negotiating transnational identities - 122 -- 5.2.1 The social hierarchy of languages in Luxembourg - 122 -- 5.2.2 The standard language and purist ideologies - 123.

5.2.3 The one nation - one language and the mother-tongue ideologies - 125 -- 5.3 Luso-bourgishness as an emergent structure of feeling - 127 -- 5.4 Implications for language-in-education policy - 131 -- Chapter 6: The luso-descendant youngsters: Putting it all together -- 6.1 Lusobourgishness as a radial category - 137 -- 6.2 The interview with Melinda - 137 -- 6.2.1 The European School - 137 -- 6.2.2 The pull of lusobourgishness - 138 -- 6.2.3 Integration through French - 139 -- 6.3 The interview with Joachim - 141 -- 6.3.1 The languages he lives in and through - 141 -- 6.3.2 Unspectacular code-switching - 142 -- 6.3.3 Language leaming in affinity spaces - 143 -- 6.3.4 Living lusobourgishness - 145 -- 6.3.5 Performing Luxembourgish identity vs remaining invisible - 146 -- 6.3.6 Transcending the one nation - one language ideology - 146 -- Chapter 7: Conclusion -- 7.1 Coping with change - 149 -- 7.2 Creating literacy bridges - 150 -- 7.3 A three-step guide towards educational equity - 154 -- 7.4 Towards a new EU policy of multilingualism - 156 -- 7.5 Realizing the multilingual agenda - 158 -- References - 161 -- Primary sources - 161 -- Secondary sources - 164 -- Index - 181.