#453 Erkenningsnummer P708816
OCTOBER 26, 2016 \ nEwswEEkly - € 0,75 \ rEad morE at www.flandErstoday.Eu currEnt affairs \ P2
Politics \ P4
The sTaTe we’re in
BusinEss \ P6
innovation \ P9
QuesTion everyThing
Education \ P10
art & living \ P11
a maTTer of faiTh
The annual Flemish Regional Indicators paint a picture of contemporary life in Flanders
The website with all the answers has just solved its 15,000th puzzle
Stefan Hertmans’ latest novel unfolds against the backdrop of the Crusades
\2
\9
\ 14
Learning in tongues
© UGent/Christophe Vander Eecken
what goes on in the brain when we study in a second language? ian mundell follow Ian on Twitter \ @IanMundell
Researchers at UGent are looking closely at how exactly we deal with information when we learn it in a language not our own, as their university and others offer more and more programmes in English.
A
s Flemish universities reach out to international students by providing more programmes in English, there is a lingering concern that home students may be at a disadvantage. So researchers at Ghent University have been looking more closely at how people learn in a second language.
“People always assume the professors speak very poor English and the students are not proficient in English either, and that their studies will suffer tremendously as a result,” explains Robert Hartsuiker, a professor in the Department of Experimental Psychology, in very good English. “But I think we should investigate this, and if we find that it is the case, we should know why and what we should do about it.” In order to explore this very practical issue, Hartsuiker and his colleagues Marc Brysbaert and Wouter Duyck set out to ask some fundamental questions about how people take
in, process and retain information when they receive it in a second language. Meanwhile, Martin Valcke, a professor in the Department of Educational Studies, will be looking at how the results of their fundamental research carry over into the lecture hall. The €1.5 million project is called Lemma, which is both a linguistic term and an acronym for Language, Education, and Memory in Multilingualism and Academia. It has been running for three years, with two years to go, and is beginning to produce its first scientific results. One advantage of working on this problem is that the raw continued on page 5