References of "Aleksic, Gabrijela 50002926"
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See detailIdentity of women in intercultural intimate relationships
Aleksic, Gabrijela UL; Natalie, Buendgen

in Aleksic, Gabrijela (Ed.) Experiencing Culture in Intercultural Intimate Relationships (2020)

Due to the increasing fluctuation between countries and the ongoing emergence of intercultural intimate relationships, the purpose of our study was to investigate how cultural transition affects the ... [more ▼]

Due to the increasing fluctuation between countries and the ongoing emergence of intercultural intimate relationships, the purpose of our study was to investigate how cultural transition affects the identity of women, who migrated out of love to settle permanently with their culturally diverse partner in Germany. Semi-structured interviews were conducted and analyzed by using qualitative content analysis. The sample consists of five women originally from Ireland, Peru, Poland and the United States, who all married a German and have lived in Germany between 8 and 50 years. The results show that cultural transition can affect identity in both positive and negative ways, which supports the perception of bicultural identity being at once both a blessing and a burden. [less ▲]

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See detailLove in intercultural relationships: Affection, commitment, romantic beliefs and conflicts
Aleksic, Gabrijela UL; Mathes, Magali

in Aleksic, Gabrijela (Ed.) Experiencing Culture in Intercultural Intimate Relationships (2020)

Differences in culture and mother tongue can have an important impact on the dynamics of an intercultural relationship. In this study the focus lies on the influence of culture and language on expressing ... [more ▼]

Differences in culture and mother tongue can have an important impact on the dynamics of an intercultural relationship. In this study the focus lies on the influence of culture and language on expressing love and affection and on other factors like commitment and romantic beliefs in intercultural romantic relationships, and the conflicts that might occur due to the cultural and linguistic differences in intercultural romantic relationships. Two intercultural couples participated in this study. They were interviewed using a semi-structured approach and were recorded. These were transcribed and coded with the coding scheme based on the Grounded Theory. The findings suggest that culture and language have a quite significant influence on expressing love and affection in intercultural romantic relationships. Furthermore, cultural and linguistic differences can have an influence on becoming committed to another person. The expression of romantic beliefs can also be influenced by the different cultural backgrounds. Cultural and linguistic differences can predict conflicts in intercultural romantic relationships. In this study, barriers in communication, differences in religion and different perspectives on concepts such as homosexuality are at the core of these conflicts. [less ▲]

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See detailChild-rearing practices in intercultural marriages
Aleksic, Gabrijela UL; Natasha, Sousa Almeida

in Aleksic, Gabrijela (Ed.) Experiencing Culture in Intercultural Intimate Relationships (2020)

The purpose of this study is to investigate the influence of culture on child-rearing practices in intercultural marriage. Four participants, respectively two intercultural couples with at least one child ... [more ▼]

The purpose of this study is to investigate the influence of culture on child-rearing practices in intercultural marriage. Four participants, respectively two intercultural couples with at least one child in common participated in this study. One couple consisted of a Hungarian woman and Luxembourgish man. The other couple consisted of a Portuguese woman and her husband is Macedonian. Qualitative research methods were used for this study, more specifically semi-structured interviews. These were audio-taped and transcribed afterwards. Grounded theory was used for the analysis of this study. There were no significant results. Cultural influence in child-rearing practices in intercultural marriages could not be fully shown. There is a minimal positive influence but concerning languages In addition, it could not be fully confirmed that parents who come from countries who are considered to be more individualistic value autonomy in their children and parents who come from countries considered to be more collectivistic value more relatedness and conformity. More research is needed in order to obtain significant results. [less ▲]

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See detailFuture planning of intercultural couples: A case study of a couple migrating to New Zealand
Aleksic, Gabrijela UL; David, Flechsig

in Aleksic, Gabrijela (Ed.) Experiencing Culture in Intercultural Intimate Relationships (2020)

There has not yet been any research done on future planning in international and intercultural couples. The purpose of this case study is to give a first insight into the process of future planning in ... [more ▼]

There has not yet been any research done on future planning in international and intercultural couples. The purpose of this case study is to give a first insight into the process of future planning in intercultural couples. A qualitative case study with two participants, one from New Zealand and one from Belgium who are immigrating to New Zealand. One interview with each participant was held before the couple moved to New Zealand for three months and one more interview with each participant after they returned. Results are plentiful. A clear sign that different cultural backgrounds influence future planning seems to exist. Further the couple reported multiple projects and events in which decision making, goal hierarchy and future planning existed. Not all results have been analysed and are available for further use.This case study offers a first insight into future planning of international and intercultural couples. The next step would be to try to support the findings with quantitative data. [less ▲]

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See detailExperiencing Culture in Intimate Intercultural Relationships
Aleksic, Gabrijela UL

Book published by Information Age Publications (2020)

I introduce the book starting by my own personal experience of growing up in a mixed family and being myself in a mixed marriage. I describe the structure of the book by building up my own method: how I ... [more ▼]

I introduce the book starting by my own personal experience of growing up in a mixed family and being myself in a mixed marriage. I describe the structure of the book by building up my own method: how I chose this topic, who were the people I interviewed, how (interviews, stories, and objects) and why was the single-but-critical instances analysis important. I focus on the richness of the interaction I had with the interviewees. I underlie the phenomenological stories of struggles, trust and vulnerability. The chapters resolve around power relations, expressing affection, in-depth communication, child rearing, conflict resolution strategies, empathy, female identity, future planning, the role of humor, the biggest cultural and linguistic challenges and opportunities. The focus is on the phenomenon captured in single-but-critical instances in participants' stories. I conclude by describing what significance culture has in intimate intercultural relationships. [less ▲]

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See detailThe use of humor in intimate intercultural relationships
Aleksic, Gabrijela UL; Nadine, Thomas

in Aleksic, Gabrijela (Ed.) Experiencing Culture in Intercultural Intimate Relationships (2020)

Current humor research tends to accentuate the positive and neglect the negative. Often, the healing power is in the center of humor research; however, less is reported about the negative effects humor ... [more ▼]

Current humor research tends to accentuate the positive and neglect the negative. Often, the healing power is in the center of humor research; however, less is reported about the negative effects humor can have if not used adequately. In particular, less is known about the appropriate and in-appropriate use of humor in an intercultural context. The purpose of this bachelor thesis was to bridge this lack in humor research by trying to identify the fine line between appropriate and in-appropriate humor. If humor is used appropriately, it can have a huge power to bridge cultural divides. Thus, this thesis aimed as well to investigate the use of humor as a coping strategy in intimate intercultural couples. Thirdly, additional functions of humor shall be explored. Semi-structured, focused interviews were conducted with two intimate intercultural couples. Participants were of Irish, Luxembourgish, German and French-Canadian nationality. Interview data was then analyzed using qualitative content analysis. Results revealed that the appropriate use of humor depends on personal, linguistic, and cultural factors. Overall, self-deprecating humor seems to be the safest type of humor, whereas sarcasm can be experienced as hurtful even if not intended to be. Ethnic humor can have positive effects, too, if it is directed versus the own culture and not versus foreign cultures. Moreover, results revealed that humor mainly serves two functions in intimate intercultural relationships: the one of bonding and the one of coping. Humor as a coping strategy can be used internally, hence related to relationship issues, as well as externally, thus related to external stressors. One can conclude that the function of bonding and coping cannot be clearly distinguished. Consequently, it proves that humor can be a useful tool in bridging intercultural and interpersonal divides. Limitations of the study clearly lie in its sample size, which does not allow to draw any generalizations. In the future, similar studies with a larger sample size as well as with non-Western cultures would be interesting to investigate in the future. [less ▲]

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See detailInterculturality in intimate relationships: Conflicts and conflict regulation
Aleksic, Gabrijela UL; Dasch, Hannah Katharina

in Aleksic, Gabrijela (Ed.) Experiencing Culture in Intercultural Intimate Relationships (2020)

It is commonly known that experiencing conflict can have negative impact on an individuals’ physical and mental health. Especially in intimate relationships, conflict has great influence on the well-being ... [more ▼]

It is commonly known that experiencing conflict can have negative impact on an individuals’ physical and mental health. Especially in intimate relationships, conflict has great influence on the well-being of both partners. Since intercultural intimate relationships are associated with both exceptional obstacles and benefits, conflict behavior in those relationships is of substantial interest in this research project. The aim of this study is to investigate how conflicts in intimate relationships are affected by the partners’ cultural backgrounds and linguistic barriers. It further seeks to unravel how conflict resolution is approached in order to provide a broader knowledge base in this field. For the purpose of this research, four semi-structured interviews with two couples were conducted individually. Each couple was interviewed by a different researcher. Ensuing, the interviews were transcribed and afterwards the data was analyzed implementing qualitative content analyses. The results provide insight into different levels of relationship functioning, sources of conflict as well as conflict resolution. Therefore, the findings of this study may have important implications for clinical practice. [less ▲]

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See detailTranslanguaging Course for Teachers
Aleksic, Gabrijela UL; Bebic-Crestany, Dzoen

Scientific Conference (2019, July 01)

Amongst the many terms to describe the natural linguistic experiences of bilinguals, translanguaging is standing out as the socio-linguistic theory that consciously recognises a unitary linguistic ... [more ▼]

Amongst the many terms to describe the natural linguistic experiences of bilinguals, translanguaging is standing out as the socio-linguistic theory that consciously recognises a unitary linguistic repertoire of bilinguals. Translanguaging is used without regards to boundaries imposed by socio-politically constructed named languages and the unnatural differentiation of various forms of communication. The extensive research of many scholars, most notably by Li Wei and Ofelia García, confronts the social and educational suppression of minorities’ languages and cultures in schools. Their analyses and proposed solutions for social justice, therefore, serve as the theoretical and pedagogical basis of our research in Luxembourg’s multilingual education. The understanding that bilinguals translanguage naturally in conversation and for sense- and meaning-making purposes has also been shown in Luxembourg: 64% of four-year olds in Luxembourg do not speak Luxembourgish and translanguaging happens naturally. Research also shows that students of minority groups generally underperform at school. The implementation of translanguaging in Luxembourg’s multilingual education would therefore enable a better development of school and home language, metalinguistic awareness, linguistic tolerance, socio-emotional development and multilingual identity. To address the challenges of multilingual education in Luxembourg, we firstly offer a professional development (PD) course that aims to help teachers take a translanguaging stance, vital for its success. Secondly, we adapt the general translanguaging pedagogical methodology to incorporate home languages in teachers’ daily classroom activities. Our project has been supported by the Luxembourg National Research Fund* to deliver 8 sessions from the Translanguaging guide developed at the City University of New York. Given the local multilingual context, introducing translanguaging and adapting the guide is a challenge for us as researchers. We will use quantitative and qualitative methods to assess the success of the PD and better understand translanguaging as a theory, practice and pedagogy. [less ▲]

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See detailThe Importance of Socio-Emotional Skills and Behaviour in Preschool for Later Outcomes
Aleksic, Gabrijela UL; Christine, Merrell; Peter, Tymms

Scientific Conference (2019, April 18)

Background to the Study In order to meet the socio-economic challenges of the 21st century, a blend of cognitive and socio-emotional skills is required (Temple, 2002). Socio-emotional skills are important ... [more ▼]

Background to the Study In order to meet the socio-economic challenges of the 21st century, a blend of cognitive and socio-emotional skills is required (Temple, 2002). Socio-emotional skills are important for personal well-being, life satisfaction, healthy life styles, active citizenship and safer societies (OECD, 2015). No study in Serbia has investigated the development of young children’s socio-emotional skills and behaviour, and the relationship with academic progress in Serbia before and this directly responds to the urgent call for more information concerning the Serbian preschool education (Baucal et al., 2016). The findings are of broader relevance to other countries; as noted in the OECD (2015) report, socio-emotional development continues through late childhood and adolescence which gives a space for intervention programmes that can help reduce social inequalities among children. Theoretical Framework Socio-emotional skills are a range of competences including emotion knowledge, emotional and behavioural regulatory abilities and social skills (Denham, 2006). When children enter school and have positive peer and teacher interactions, they will develop more positive attitudes towards school tasks, engage more into school activities, be more persistent and perform higher (e.g., Arnold et al., 2012; Fantuzzo et al., 2007). Furthermore, studies have shown that children with behavioural difficulties such as inattention, hyperactivity and impulsivity display more delinquent behaviour as adolescents and achieve academically lower than their peers (e.g., Frazier et al., 2007; Merrell et al., 2017). Data In this empirical study we explored the links between socio-emotional skills, behaviour, mathematics and literacy performance of preschool children in Serbia over the course of 14 months. Teachers rated 159 children (51% of girls) aged 5-8 by Personal, social and emotional development scale, and Behaviour rating scale on inattention, hyperactivity and impulsivity. These scales were included in the Performance Indicators in Primary School (PIPS; Tymms, 1999), an adaptive test that measures early literacy and mathematics. Results • At all three times, girls were rated more positively than boys in socio-emotional skills and behaviour, except for adjustment to school setting where there were no differences. • At Time 3, when children entered school, their socio-emotional skills and behaviour were associated with gender, mathematics at Time 1 and their socio-emotional and behaviour ratings at Time 2, controlling for maternal education at Time 1. • Mathematics at Time 3 was not associated with socio-emotional skills nor with specific behaviour. • Literacy at Time 3 was associated with mathematics and social skills at Time 1, and literacy at Time 2, controlling for gender and maternal education. Significance of the Study This study offers the first insight into the links between socio-emotional skills, behaviour and mathematics and literacy performance of preschool children in Serbia which will inform the development and evaluation of interventions. Attrition of the sample limits the findings. [less ▲]

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See detailDrama of Multilingualism
Aleksic, Gabrijela UL

Book published by Information Age Publications (2019)

Why drama of multilingualism? The book starts with a vignette on the (mis)understandings of the kindergarten situation around strawberries. By this vignette, I introduce different levels of power ... [more ▼]

Why drama of multilingualism? The book starts with a vignette on the (mis)understandings of the kindergarten situation around strawberries. By this vignette, I introduce different levels of power relations between children, parents and teachers around language use. I then use Nancy Hornberger’s (1989) Continua of Biliteracy model through which I broaden this vignette and describe the structure of the book: why I chose to deal with this subject, what is my approach, why I conducted the interviews and discussion with the experts and their students in the US and how I plan to integrate this into something novel worth reading. Through the interaction with the experts on the topic I had during the interviews I focus on several topics: the necessity of defining and theorising in a specific social context, power relations, language policy, linguistic creativity and criticality, support for multilingual identity, gap in research. I conclude by underlining the notion of whether there is more or less drama in this field and who cares about it. [less ▲]

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See detailWord recognition and reading comprehension of preschool children in Serbia
Aleksic, Gabrijela UL; Merrell, Christine; Tymms, Peter et al

in SAGE Open (2019)

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See detailThe influence of a professional development on teachers’ and carers’ multilingual practices in early childhood education in Luxembourg
Kirsch, Claudine UL; Aleksic, Gabrijela UL; Andersen, Katja Natalie UL

Scientific Conference (2018, November 08)

The need for multilingual pedagogies has been recognized and several multilingual programmes have been implemented in early childhood in Europe. In Luxembourg, where this study is based, laws were voted ... [more ▼]

The need for multilingual pedagogies has been recognized and several multilingual programmes have been implemented in early childhood in Europe. In Luxembourg, where this study is based, laws were voted in 2017 that require early years practitioners to develop Luxembourgish, familiarize children with French, and value home languages. To develop inclusive multilingual practices, the authors of this presentation developed a 30-hour professional development programme (thereafter PD) which was long-term, collaborative, inquiry-based, performance-oriented, and included coaching. The participants carried out and video-record activities based on books and rhymes in several languages, reflected on these, and received feedback. This case-study examines the influence of the PD on the understanding of language learning and practices of two teachers and five carers working in schools and crèches. The data stem from a questionnaire completed three times; twelve interviews; six observations of the training; 30 video-recorded activities; ten coaching reports, and emails. The methods of data analysis comprise paired samples t-test, correlational analysis, content analysis and triangulation. The findings show a positive effect of the PD on understanding of language learning and practices. The teachers and some carers developed a better understanding of social constructivist learning theories which influenced their practices that began to focus on interactions between adults and children, and amongst children. The other carers understood the relevance of dialogue and carried out activities in several languages but their overall practice did not change. The findings confirm that collaborative, inquiry-based PD can be transformative (Gaikhorst et al., 2017; Prenger et al., 2017) and change perspectives and practices to some extent (Buschmann & Sachse, 2018). In addition, they add to the dearth of literature on PD on multilingual education in early years (Egert, 2015). Buschmann, A., & Sachse, S. (2018). Heidelberg interaction training for language promotion in early childhood settings. European Journal of Education, 53(1), 66-78. Egert, F. (2015). Meta-analysis on the impact of in-service professional development programs for preschool teachers on quality ratings and child outcomes. Gaikhorst, L., Beishuizen, J. J. J., Zijlstra, B. J. H., & Volman, M. L. L. (2017) The sustainability of a teacher professional development programme for beginning urban teachers, Cambridge Journal of Education, 47(1), 135-154. Prenger, R., Poortman, C. L., & Handelzalts, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, 68(1), 77-90. [less ▲]

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See detailThe effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg
Kirsch, Claudine UL; Aleksic, Gabrijela UL

in Review of European Studies (2018), 10(4), 148-163

While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home ... [more ▼]

While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questionnaire administered prior to and after the course as well as interviews, we examined the influence of the training on attitudes to multilingual education and activities to develop Luxembourgish and home languages. The analysis drew on content analysis, paired samples t-test and correlational analysis. The findings show that the course positively influenced the professionals’ knowledge about multilingualism and language learning, their attitudes towards home languages, their interest in organising activities in the children’s home languages and the implementation of these activities. The results shed light on special interest areas such as the quality of input that future professional development courses could focus on. [less ▲]

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See detailEmergent Multilinguals Learning Languages with the iPad app iTEO
Aleksic, Gabrijela UL; Kirsch, Claudine UL

Scientific Conference (2018, June 22)

This presentation showed the results of a small-scale study led by Ass. Prof. Claudine Kirsch that investigated language learning in primary schools in Luxembourg and the ways in which this process is ... [more ▼]

This presentation showed the results of a small-scale study led by Ass. Prof. Claudine Kirsch that investigated language learning in primary schools in Luxembourg and the ways in which this process is mediated by peers and the iPad app iTEO. This study draws its data from the larger longitudinal qualitative research project iTEO (2013–2017) and is based on 10 hours of audio and video-recordings. The participants were 6–7-year-olds learning German and French. The presentation focused on the ways in which the emergent multilingual primary school children scaffold each other’s learning of French while collaboratively producing oral texts on iTEO. The findings show that the children’s language learning was mediated by peers, the task and the app. The children used a range of learning and teaching strategies while completing tasks framed by their teacher. iTEO and the task together mobilised the children’s resources, encouraged autonomy and promoted discussion about language. The presentation linked the results with the other projects during the COST DigitLitey meeting. For example, the link was made with the work with robots in early childhood education and the use of Cubetto, a robot toy teaching kids code and programming and encouraging collaboration and storytelling. The presentation was followed by a discussion on the use of digital tools in early childhood education settings. Keywords: The iPad app, iTEO, peers, language learning, mediation, primary school Source: Kirsch, C. & Bes Izuel, A. (2016). Emergent multilinguals learning languages with the IPad app iTEO: a study in primary schools in Luxembourg, The Language Learning Journal, 2016. https://doi.org/10.1080/09571736.2016.1258721 This work was funded by the University of Luxembourg under Grant PUL R-AGR-0222; Ministry of National Education, Childhood and Youth under SCRIPT. [less ▲]

Detailed reference viewed: 39 (2 UL)
See detailHome Literacy Environment and Family Language Policy of Preschool Language Minority Children in Luxembourg
Aleksic, Gabrijela UL

Presentation (2018, June 05)

This project aims to explore home literacy environment (HLE) and family language policy (FLP) of language minority preschool children in Luxembourg. These aims were explored through four phases. In the ... [more ▼]

This project aims to explore home literacy environment (HLE) and family language policy (FLP) of language minority preschool children in Luxembourg. These aims were explored through four phases. In the first phase we investigated language resources and activities of children in their families. To achieve this aim, we administered the questionnaires on home literacy environment to the parents with migrant backgrounds from five highest migrant municipalities in Luxembourg. In the second phase, through the interviews with the interested parents from the first phase, we explored family language policy: how parents and children learn, manage and negotiate different languages at home. In the third phase, we tested early literacy and numeracy of preschool language minority children, in their home languages and Luxembourgish, at school. In the fourth phase, we asked the teachers of the participating schools to answer three questions on the challenges and opportunities while working with language minority children and the needs they have to improve their work. This study, the first of its kind in Luxembourg, is extremely important for understanding linguistic state-of-the-art of language minority children in their families. Luxembourg is falling behind the OECD mean in reading (ranked 32nd in 2015), where Portuguese children are being particularly vulnerable. Early literacy skills are critical for children’s later academic achievement. A wealth of research showed that children’s home language should not be abandoned as it is crucial for promoting dynamic multilingualism and assuring cross-linguistic transfer. This study aims to reveal valuable information about home literacy practices and policies of families with language minority preschool children. Based on this information we can strengthen the collaboration with schools regarding children’s multilingual processing and academic achievement. [less ▲]

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See detailTranslanguaging and Linguistic Creativity and Criticality
Aleksic, Gabrijela UL

Presentation (2018, May 25)

Translanguaging (TL) pedagogy is the strategic deployment of the entire linguistic and non-linguistic repertoire for learning and teaching (García & Seltzer 2016). Particular educational advantages of ... [more ▼]

Translanguaging (TL) pedagogy is the strategic deployment of the entire linguistic and non-linguistic repertoire for learning and teaching (García & Seltzer 2016). Particular educational advantages of translanguaging are: (1) deeper and fuller understanding of the subject matter, (2) helps the development of the weaker language, (3) facilitates home-school links and cooperation, and (4) helps the integration of fluent speakers with early learners (García & Li Wei 2014, p. 67). TL is transformative for the child, for the teacher and the whole education. TL space develops the sense of connectedness (Li Wei 2011b) which is important for children's cognitive, linguistic, and socio-emotional development. By the use of the whole linguistic repertoire children can develop criticality and creativity. According to García and Li Wei (2014), creativity is "pushing and breaking the boundaries between the old and the new, the conventional and the original, and the acceptable and the challenging". (p. 67) while criticality is "the ability to use available evidence appropriately, systematically and insightfully, to inform considered views of cultural, social, political and linguistic wisdom, to question and problematize received wisdom and to express views adequately through reasoned responses to situations" (p. 67). The development of creativity and criticality are important skills for children's education and translanguaging pedagogy creates space for the development of these skills. [less ▲]

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See detailLinks between socio-emotional skills, behaviour, mathematics and literacy performance of preschool children in Serbia
Aleksic, Gabrijela UL; Merrell, Christine; Ferring, Dieter UL et al

in European Journal of Psychology of Education (2018)

Young children’s socio-emotional skills are important for understanding their own and other’s behaviours and interactions. No study in Serbia has investigated this before. In this study we explored the ... [more ▼]

Young children’s socio-emotional skills are important for understanding their own and other’s behaviours and interactions. No study in Serbia has investigated this before. In this study we explored the links between early socio-emotional skills, behaviour, and mathematics and literacy performance of preschool children in Serbia over time. Children (N = 159; 51% of girls) aged 5-8 were rated by the teachers on their socio-emotional skills and behaviour, and their mathematics and literacy assessed at three-time points over 14 months, twice in preschool and once at entry to school. At Time 3, when children entered school, their socio-emotional skills and behaviour were associated with gender, mathematics at Time 1 and their socio-emotional and behaviour ratings at Time 2, controlling for maternal education and literacy at Time 1. Mathematics at Time 3 was associated with mathematics at Time 2, controlling for gender, maternal education, literacy and behaviour at Time 1. No socio-emotional skills or specific behaviour were significant for mathematics. Literacy at Time 3 was associated with mathematics and social skills at Time 1, and literacy at Time 2, controlling for gender and maternal education. At all three times, girls were rated more positively than boys in socio-emotional skills and behaviour, except for adjustment to school setting where there were no differences. This study offers the first insight into the links between socio-emotional skills, behaviour and mathematics and literacy performance of preschool children in Serbia which will inform the development and evaluation of interventions. Attrition of the sample limits the findings. [less ▲]

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See detailPerspectives on Translanguaging as a Pedagogy in Luxembourg
Kirsch, Claudine UL; Aleksic, Gabrijela UL; Mortini, Simone UL et al

Presentation (2018, April 10)

Detailed reference viewed: 39 (6 UL)
See detailEarly education, literacy and multilingualism
Aleksic, Gabrijela UL

Presentation (2018, February 08)

Presentation of three studies, one meta-analysis, introduction of the project HOMELY and video from the project MuLiPEC (Claudine Kirsch).

Detailed reference viewed: 64 (3 UL)