References of "Andersen, Katja Natalie 50000339"
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See detail„Doing Science“: Erwerb von Kompetenzen im naturwissenschaftlichen Unterricht der École fondamentale
Siry, Christina UL; Andersen, Katja Natalie UL; Wilmes, Sara UL

in MENJE (Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse); Université du Luxembourg (Eds.) Bildungsbericht Luxemburg 2018 (in press)

Detailed reference viewed: 51 (13 UL)
See detailResearch on Meaning Making in Luxembourgish Primary Science Education: Implications of a Space-Time-Analysis
Andersen, Katja Natalie UL

in Siry, Christina; Schreiber, Catherina; Gomez Fernandez, Roberto (Eds.) et al Critical methodologies for researching teaching and learning (in press)

Detailed reference viewed: 22 (3 UL)
See detailSchulbuchentwicklung in Luxemburg: Forschungsergebnisse der TAPSE-Studie
Andersen, Katja Natalie UL

in MENJE (Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse); Université du Luxembourg (Eds.) Bildungsbericht Luxemburg 2018 (in press)

Detailed reference viewed: 29 (4 UL)
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See detailBildung für nachhaltige Entwicklung in der Grundschule: Praxisrelevante Ergebnisse einer international-vergleichenden Studie in Deutschland und Luxemburg
Andersen, Katja Natalie UL

in Peschel, Markus; Carla, Ursula (Eds.) Dimensionen des Sachunterrichts: Kinder - Sachen - Welten (in press)

Detailed reference viewed: 25 (3 UL)
See detailBilderbücher als Medium zum Valorisieren der Familiensprachen im Précoce
Andersen, Katja Natalie UL; Reuland, Claudine; Rios-Ney, Jessica

Scientific Conference (2018, April 26)

Detailed reference viewed: 35 (2 UL)
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: 21 (2 UL)
See detailNaturwissenschaftliche Bildung aus lerntheoretischer Perspektive
Andersen, Katja Natalie UL

in Hugoth, Matthias (Ed.) Handbuch für Träger von Kindertageseinrichtungen (2018)

Detailed reference viewed: 22 (2 UL)
See detailInteraktive Lehr-/Lernmethoden in Éveil aux Sciences
Andersen, Katja Natalie UL

Scientific Conference (2017, October 24)

Detailed reference viewed: 18 (1 UL)
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See detailScience teaching and learning in multilingual environments
Andersen, Katja Natalie UL

Scientific Conference (2017, April 10)

Detailed reference viewed: 14 (1 UL)
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See detailTranslanguaging pedagogy in multilingual early childhood classes: A video ethnography in Luxembourg
Andersen, Katja Natalie UL

in Translation and Translanguaging in Multilingual Contexts (2017), 3(2), 167-183

This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg ... [more ▼]

This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg there is a focus on Luxembourgish to the exclusion of other languages and that this appears to exclude children with foreign language backgrounds from everyday institutional life. Our research asks how and in which forms can a translanguaging pedagogy offer young multilingual children opportunities to engage in literacy practices. Our empirical qualitative pilot study carried out among children aged 2 to 6 in Luxembourgish early childhood programs clarifies forms of translanguaging when instruction is accompanied by pictures and reading in German. The findings suggest that gesture and body language are part of translanguaging, providing multiple resources that enable the young multilingual learner to make meaning. [less ▲]

Detailed reference viewed: 206 (14 UL)
See detailMehrsprachigkeit von Kindern im Kontext der Naturwissenschaften: Empirische Befunde und Praxisbezüge
Andersen, Katja Natalie UL

in Hugoth, Matthias (Ed.) Handbuch für Träger von Kindertageseinrichtungen (2017)

Detailed reference viewed: 39 (10 UL)
See detailKommunikation im Fokus der Elementarpädagogik
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2017), 25(5), 97

Detailed reference viewed: 36 (6 UL)
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See detailEvaluation of school tasks in the light of sustainability education: Textbook research in science education in Luxembourgish primary schools
Andersen, Katja Natalie UL

in Environmental Education Research (2017)

This article describes a research project that aimed to classify different types of sustainability-related school tasks in terms of two central approaches in primary school education: action-based and ... [more ▼]

This article describes a research project that aimed to classify different types of sustainability-related school tasks in terms of two central approaches in primary school education: action-based and task-based learning. Using a textbook analysis approach, the article clarifies implicit and explicit forms of sustainability education in school tasks in Luxembourgish science textbooks for Grades 1 to 6. The study uses a two-step analysis: first, scanning textbooks on content relating to sustainability; and, second, evaluating the teaching practices associated with this content apparent in the textbooks. Step one identifies the school tasks in which sustainability content is implicitly or explicitly addressed while step two analyzes which forms of action-based and task-based learning occur in these sustainability-related school tasks. Based on the results two claims can be made: first, that there is very little sustainability-related content in Luxembourgish primary science textbooks, and those topics raised mostly relate to sustainability only indirectly; secondly, action-based and task-based learning are undervalued in the context of sustainability-related school tasks; neither of the two was commonly found in school tasks in sustainability education. [less ▲]

Detailed reference viewed: 49 (6 UL)
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See detailEinblicke in die Sprachideologien und Praktiken von Fachkräften in formalen und non-formalen Einrichtungen in Luxemburg
Kirsch, Claudine UL; Andersen, Katja Natalie UL; Mortini, Simone UL et al

Scientific Conference (2016, October 13)

Programme zur Förderung von alltagsintegrierter Mehrsprachigkeit in Kindertagesbetreuungen und Vorschulen sind selten. Das seit Mai 2016 laufende Forschungsprojekt MuLiPEC fokussiert die Entwicklung ... [more ▼]

Programme zur Förderung von alltagsintegrierter Mehrsprachigkeit in Kindertagesbetreuungen und Vorschulen sind selten. Das seit Mai 2016 laufende Forschungsprojekt MuLiPEC fokussiert die Entwicklung multilingualer Sprachpraktiken von Kindern im Alter von drei bis sechs Jahren sowie die zugrunde liegende Pädagogik im formalen und non-formalen Sektor der frühkindlichen Bildung. Für unsere Forschung ist von besonderem Interesse, die Beziehung zwischen den Sprachideologien der Erzieher/innen und Lehrer/innen und deren pädagogischen Handeln zu hinterfragen und die Reflexion über die Sprachpraktiken im Rahmen einer Weiterbildung und Forschungstreffen zu explizieren. Die Studie widmet sich der Analyse der Ideologien und Praktiken sowie der Effizienz unserer Weiterbildung zur Entwicklung einer mehrsprachigen Pädagogik. Im Vortrag werden der Aufbau des Forschungsprojektes mitsamt der besonderen Sprachensituation in Luxemburg sowie der dem Projekt zugrunde liegenden Weiterbildung vorgestellt und erste Einblicke in Sprachideologien der Fachkräfte gegeben. [less ▲]

Detailed reference viewed: 102 (8 UL)
See detailMit Postern die Welt erkunden
Andersen, Katja Natalie UL

Scientific Conference (2016, February 18)

Detailed reference viewed: 15 (1 UL)
See detailSpiel und Erkenntnis in der Grundschule: Theorie - Empirie - Konzepte
Andersen, Katja Natalie UL

Book published by Kohlhammer (2016)

Während der Kindergarten eine selbstverständliche Domäne des kindlichen Spiels darstellt, ist die Bedeutung des Spiels in der Grundschule als produktives Element der Didaktik des Unterrichts bis heute ... [more ▼]

Während der Kindergarten eine selbstverständliche Domäne des kindlichen Spiels darstellt, ist die Bedeutung des Spiels in der Grundschule als produktives Element der Didaktik des Unterrichts bis heute kaum ins Blickfeld getreten. Das Buch fragt nach der Bedeutung des Spiels in der Schule und nach Spielformen, die sich produktiv im Unterricht einsetzen lassen. Es führt dafür das theoretische Wissen über die Struktur des Spiels mit dem Wissen um die kindliche Erkenntnistätigkeit im Rahmen einer qualitativ-empirischen Studie zusammen und entwickelt Grundsätze der Unterrichtsgestaltung in der Grundschule, um Elemente des Spielens und Erkennens im Unterricht zu verknüpfen. [less ▲]

Detailed reference viewed: 92 (6 UL)
See detailQualität frühkindlicher Bildung im europäischen Vergleich
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2016), 24(5), 97

Detailed reference viewed: 40 (6 UL)
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See detailMultilingualism and multimodality in Luxembourgish early childhood education
Andersen, Katja Natalie UL

in Grucza, Sambor; Olpinska-Szkielko, Magdalena; Romanowski, Piotr (Eds.) Advances in understanding multilingualism: A global perspective (2016)

Detailed reference viewed: 57 (10 UL)
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See detailEducators’ and teachers’ understanding of developing multilingual oracies
Kirsch, Claudine UL; Andersen, Katja Natalie UL

Scientific Conference (2015, September 09)

Luxembourg, where three official languages are used concurrently, is also the EU member state with the highest proportion of resident foreigners. Currently, sixty percent of nursery children do not speak ... [more ▼]

Luxembourg, where three official languages are used concurrently, is also the EU member state with the highest proportion of resident foreigners. Currently, sixty percent of nursery children do not speak Luxembourgish as a first language. Already as six-year-olds, they will have to meet the challenge of a trilingual education system. Findings demonstrate that differences in educational achievement are strongly correlated with the social and cultural backgrounds of the pupils. In the last ten years, early childhood education has seen the rapid development of non-formal educational institutions in response to societal and political pressures that demanded a greater focus on language development, school preparation and social inclusion. The exponential growth requires better provision and staff training. Our in-service training for educators and teachers aimed at the development of the children’s multiple languages through the use of books, pictures and rhymes. During and after the training, the practitioners video-recorded their practices to aid reflection. Our continuing empirical qualitative study, based on visual ethnography, interviews and a survey, investigates both the oracy practices and the practitioners’ perspectives on language development. The presentation will focus on the practitioners and show that they occasionally underestimated the children’s language efforts, misinterpreted translanguaging, and were unsure of their structuring of activities. The collaborative reflections enabled them to develop new practices that capitalize on the children’s languages. [less ▲]

Detailed reference viewed: 60 (8 UL)