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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 (in press)

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 ▲]

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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: 136 (5 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: 15 (1 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)

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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 ▲]

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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: 37 (7 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: 30 (5 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 ▲]

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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 ▲]

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See detailMultilingual oracies in formal and informal settings in Luxembourg
Andersen, Katja Natalie UL; Kirsch, Claudine UL

Scientific Conference (2015, April 20)

Symposium: Spaces for translanguaging in diverse language learning situations While translanguaging has been described as a natural practice amongst multilinguals in our globalized world, it is uncommon ... [more ▼]

Symposium: Spaces for translanguaging in diverse language learning situations While translanguaging has been described as a natural practice amongst multilinguals in our globalized world, it is uncommon in formal and informal educational institutions (Creese & Blackledge, 2010; García, 2009). Translanguaging capitalizes on the learners’ diverse resources and encourages them to draw on their entire semiotic repertoire thereby promoting deep level learning. It is transformative in that it contributes to cognitive and personal development, and develops language and literacy practices that challenge traditional teaching which tends to reproduce social inequalities (García & Wei, 2014). Our presentations focus on data from research projects in three countries that show how learning is mediated when practitioners (e.g. teachers, teacher assistants, educators, parents) adopt child-centred teaching models, implement a “funds of knowledge” theoretical perspective (Gonzalez, Moll & Armanti, 2005), create bridges between the home and school languages, and encourage translanguaging, including gestures and other body language. This view is particularly relevant to young children. We argue that translanguaging harmonizes with models of early years pedagogy which foreground the co-construction of learning between child and adult. We will present four qualitative, small-scale studies, three of them longitudinal. Research was undertaken in a community class in England, a nursery class in France, nursery and primary schools in Luxembourg and crèches and day care centres in Luxembourg. The researchers used a mix method approach comprising video and audio recordings, interviews, field notes and documents to collect data on regular intervals. The presentations will situate the studies within the local and national contexts that mediate the pedagogical practices and present interactions between the practitioners and the children aged between 3 and 11. The key discussion points are the need to create “safe spaces” (Conteh & Brock, 2011) in order to “activate” children’s and practitioners’ translanguaging abilities, the particular challenges practitioners face, and implications for policies and practice. Jean Conteh: Translanguaging as pedagogy in multilingual primary classrooms in England- from the margins to the mainstream Using data from small-scale, longitudinal, ethnographic research in a complementary class situated in a multilingual community in a city in the north of England, this presentation will analyse the interactions between multilingual teachers and their pupils, using a “funds of knowledge” theoretical perspective. It will consider the implications for policy and practice for both teaching and learning. Latisha Mary and Andrea Young: Supporting very young learners in transition from home to school: Translanguaging in a French nursery school class with emergent bilingual children. This paper focuses on the translanguaging practices of a teacher in France with three-year old children and their families. It illustrates how she harnesses the children’s language repertoires as resources and how she creates ‘safe spaces’. Her inclusive linguistic approach appears to facilitate the children’s learning and adjustment to their first year in formal education. Claudine Kirsch: Translanguaging of children and teachers during storytelling activities with iTEO in nursery and primary schools in Luxembourg The project addresses the need for innovative didactic methods to manage the diversity and heterogeneity in Luxembourg’s trilingual schools. The paper shows how learning takes place when teachers and emergent bilinguals translanguage during storytelling activities on the iPad App iTEO. Katja Andersen and Claudine Kirsch: Multilingual oracies in formal and informal settings in Luxembourg The empirical qualitative study, based on visual ethnography, structured interviews and a survey, is situated at the transition from formal to informal education sectors in Luxembourg. The aim is to study explicit and implicit forms of multilingual oracies in the interactions between 3 to 6 year-olds and their educators within practices of using pictures and rhymes. References Conteh, J. and Brock, A. (2011) “Safe spaces”? Sites of bilingualism for young learners in home, school and community, International Journal of Bilingual Education and Bilingualism, 14:3, 347-360. Creese, A. and Blackledge, A. (2010) Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? The Modern Language Journal, 94, i. García, O. (2009) Bilingual education in the 21st century: A global perspective. West Sussex, UK: Wiley-Blackwell. García, O. and Wei, L. (2014) Translanguaging: Language, Bilingualism and Education. New York: Palgrave Macmillan. González, N., Moll, L. and Amanti, C. (eds) (2005) Funds of Knowledge: Theorising Practices in Households, Communities and Classrooms. New York: Routledge. [less ▲]

Detailed reference viewed: 52 (5 UL)
See detailSprache und Identität: Aktivieren von Sprachressourcen bei Kindern
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2015), 23(07/08), 147

Detailed reference viewed: 44 (10 UL)
See detailVernetzung von Theorie und Praxis: Herausforderungen an die Aus- und Weiterbildung im frühkindlichen Bereich
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2015), 23(6), 123

Detailed reference viewed: 29 (5 UL)
See detailNaturwissenschaftlicher Unterricht an der Luxemburger École fondamentale
Andersen, Katja Natalie UL; Siry, Christina UL; Hengesch, Georges

in MENJE (Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse); Université du Luxembourg (Eds.) Bildungsbericht Luxemburg 2015. Analysen und Befunde (Band 2) (2015)

Detailed reference viewed: 47 (7 UL)
See detailBildungspläne im nationalen und internationalen Diskurs (Reprint)
Andersen, Katja Natalie UL

in Schmidt, Christian (Ed.) Handbuch für die erfolgreiche Leitung einer Kindertageseinrichtung (2015)

Detailed reference viewed: 18 (6 UL)
See detailBildungspläne im nationalen und internationalen Diskurs
Andersen, Katja Natalie UL

in Hugoth, Matthias (Ed.) Handbuch für Träger von Kindertageseinrichtungen (2015)

Detailed reference viewed: 57 (19 UL)
See detailPartizipation aus Sicht der Erziehungswissenschaft (Reprint)
Andersen, Katja Natalie UL

in Schmidt, Christian (Ed.) Handbuch für die erfolgreiche Leitung einer Kindertagesstätte (2015)

Detailed reference viewed: 9 (2 UL)
See detailNaturwissenschaftliches Lernen und Lehren im vorschulischen Kontext
Andersen, Katja Natalie UL

in Schmidt, Christian (Ed.) Handbuch für die erfolgreiche Leitung einer Kindertageseinrichtung (2014)

Detailed reference viewed: 27 (4 UL)
See detailNaturwissenschaftliches Lernen und Lehren im vorschulischen Kontext (Reprint)
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2014), 22(07/08), 174-176

Detailed reference viewed: 15 (3 UL)
See detailPädagogische Konzepte
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2014), 22(9), 191

Detailed reference viewed: 38 (8 UL)
See detailPartizipation aus Sicht der Erziehungswissenschaft
Andersen, Katja Natalie UL

in Hugoth, Matthias (Ed.) Handbuch für Träger von Kindertageseinrichtungen (2014)

Detailed reference viewed: 15 (4 UL)