At the foot of the Melusina statue in Luxembourg’s Grund district, Jackie Messerich reflects on more than 30 years dedicated to teaching Luxembourgish and encouraging others to embrace the language she considers her own.
Her commitment is rooted in a belief that Luxembourgish forms an essential part of national identity and should be actively promoted among both locals and newcomers.
Messerich is enthusiastic about the progress Luxembourgish has made, both in the number of people wishing to learn it and in academic research on the language.
She notes that the University of Luxembourg and the field of Luxembourg Studies have propelled the language forward, and that Luxembourgish is particularly interesting as a subject because both research and the language itself are relatively dynamic and young.
The appetite for learning Luxembourgish remains high, and it is fascinating from a teaching perspective, since the language is not yet fully standardised.
She also observes that teaching materials have improved significantly in recent years, and dismisses the idea that Luxembourgish is facing extinction: it is not a language on the verge of dying out.
However, she warns that it should not be neglected, as this could cause the language to wither over time.
Messerich also takes pride in Luxembourg's linguistic originality, remarking that Luxembourgish is distinctive and not a language everyone can speak, which makes Luxembourg’s multilingualism a unique advantage.
Messerich is convinced that Luxembourgish deserves a stronger presence in the education system, particularly when it comes to culture and literature.
Children already have to learn German, French, and sometimes another language at home, and care must be taken to avoid overwhelming them.
However, it is regrettable that few people can name Luxembourgish authors or directors. Luxembourgish could have a much greater presence in schools, especially in cultural subjects, she finds.
Many parents learn Luxembourgish so they can communicate with their children at home or with their neighbours.
Messerich observes that adults are often motivated by their children to learn the language, since integration often happens through the young.
At the National Institute of Languages (INL), where Messerich has taught for eight years, she finds that adults generally need more time to learn a foreign language than children.
Some adults struggle with the logic of language learning, so a different teaching approach is required. She explains that if classes are communicative and interactive, and if people are still willing to come after a long workday, they will make progress with grammar and vocabulary.
The INL currently offers five levels of Luxembourgish courses, from A1 to C1. Messerich highlights that even advanced C1 courses allow participants to deepen their understanding of Luxembourgish literature, culture, or specialist vocabulary.
Typical evening classes have 15-23 participants, though numbers drop at higher levels. With 70 Luxembourgish teachers, the institute is kept busy not only teaching, but also developing new methods and textbooks.
She is pleased that schools in Arlon, Belgium, and France’s Grand Est region now offer Luxembourgish classes.
This gives people with Luxembourgish roots the chance to reconnect with their heritage, and it also serves as important preparation for the job market in Luxembourg.
Messerich points out that many people working in care homes and nursing facilities have some knowledge of Luxembourgish but often not enough for everyday conversations with residents.
She says these staff members often seek out special courses, and the INL supports them with tailored teaching materials.
She believes it is important for learners to have opportunities to practise speaking. In Luxembourg, people tend to switch to another language as soon as someone struggles, but then complain that no one speaks Luxembourgish.
Many students report that the classroom is the only place they get to use the language. Messerich encourages people not to switch languages too quickly, even if it is difficult.
Every learner would benefit from a badge saying, "I’m learning Luxembourgish, please speak Luxembourgish with me".
Komco, short for "communications coach", is a new project at the INL designed to train employees within companies to support colleagues learning Luxembourgish. The approach is intentionally informal and collegial.
So far, it has been a pilot project, with more information available on the INL website. The training lasts one semester and includes both in-person and online classes, totalling 40 hours.
Messerich notes that learners often appreciate being corrected, but many people feel awkward pointing out mistakes—Komco aims to make this process easier.
Messerich enjoys writing and observing people, and frequently takes notes. Currently, she is focused on developing textbooks, which absorbs her creativity and energy, but she hopes to devote more time to writing in retirement.
She simply enjoys telling stories, and rejects the notion that Luxembourgish is not suited to literature, maintaining that the language can be rich and creative.
Since 1993, Messerich has been a tireless advocate for Luxembourgish. In June, she received the “Kaweechelchen” – the national prize for contributions to the language – at the National Library.
She describes the award as a real recognition of her work, noting it is both her profession and the result of many volunteer hours. For a time, she also ran the non-profit 'Moien ASBL'.
She originally studied German in Freiburg and taught German in France, but when she returned to Luxembourg, she was encouraged to teach Luxembourgish instead.
She says this turned out to be her dream job, which allowed her to teach classes, develop materials, lead projects, and motivate many people to learn the language.
Now approaching retirement, Messerich reflects on her long career, noting she will turn 65 in two years and will then retire. She laughs as she adds that she would gladly work longer if possible.
