References of "Kirsch, Claudine 50002094"
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See detailNew Migration of Families from Greece to Europe and Canada – Experiences and Interpretations of Family Members within the Context of Different Migration Societies and Educational Systems
Chatzidaki; Kirsch, Claudine UL; Panagiotopoulou, Argyro et al

Book published by Springer - Reihe Inklusion Bildung Migration (2019)

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See detailPromoting multilingualism and multiliteracies through storytelling: a case-study on the use of the app iTEO in preschools in Luxembourg
Kirsch, Claudine UL

in Breuer, Esther; Lindgren, E; Stavans, A (Eds.) et al Multilingual Literacy (2019)

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See detailSprachliche Voraussetzungen
Kirsch, Claudine UL

in Kiel, Ewald; Herzig, Bardo; Maier, Uwe (Eds.) et al Handbuch Unterrichten in allgemeinbildenden Schulen (2019)

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See detailChildren’s languaging and peer interactions in non-formal 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 detailDynamic interplay of language policy, beliefs and pedagogy in a nursery class in Luxembourg
Kirsch, Claudine UL

in Language and Education (2018)

This presentation focuses on the relationship between the language policy, language ideologies and language practices in a nursery class in trilingual Luxembourg. Individual multilingualism is an ... [more ▼]

This presentation focuses on the relationship between the language policy, language ideologies and language practices in a nursery class in trilingual Luxembourg. Individual multilingualism is an educational goal in Luxembourg, a small country in central Europe, and, thus, children learn Luxembourgish from the compulsory nursery school, become literate in German in Year 1 and learn oral and written French from Year 2 and Year 3, respectively. Currently, 62.4% of the children do not speak Luxembourgish on school entry (MENJE 2016). Many speak Portuguese, French or a language of the Balkans. As a result, educational policies focus on the teaching of Luxembourgish from preschool, sometimes at the expense of other languages. Gretsch and Kirsch (2015) developed the app iTEO in order to promote innovative teaching methods that capitalize on the children’s diverse language resources and that promote a dynamic view of bilingualism. This ipad app, which allows for the recording and editing of oral speech, was designed with social-constructivist theories and Bakhtin’s theory of dialogism in mind. This case-study presents the ways in which a preschool teacher’s ideological beliefs influence a child’s language use over a period of two years leading to the child’s understanding of the legitimacy of translanguaging. The focus lies on the interplay between the educational policy focusing on the teaching of Luxembourgish, the teacher’s language ideologies rooted in her multilingual identity and in societal multilingualism, and the child’s experiences of separating languages at home (Kirsch, 2014). The data stem from a qualitative, longitudinal study using a multi-method approach. The study shows that dialogue between teachers, parents, children, policy-makers and researchers can contribute to shifting ideologies and to opening up dynamic languaging spaces. [less ▲]

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See detailDeveloping speaking and pronunciation skills through storytelling on the app iTEO
Kirsch, Claudine UL

in Hood, Philip (Ed.) Teaching Languages Creatively (2018)

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See detailDas Forschungsprojekt MuLiPEC (Developing multilingual pedagogies in early childhood)
Kirsch, Claudine UL; Mortini, Simone UL

in University of Luxembourg (Ed.) Bildungsbericht.Bildungsverläufe und Bildungserfolge (2018)

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See detailDas Forschungsprojekt MuLiPEC (Developing multilingual pedagogies in early childhood)
Kirsch, Claudine UL; Mortini, Simone UL

in University of Luxembourg (Ed.) Bildungsbericht.Bildungsverläufe und Bildungserfolge (2018)

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See detailDas Forschungsprojekt MuLiPEC (Developing multilingual pedagogies in early childhood)
Kirsch, Claudine UL; Mortini, Simone UL

in University of Luxembourg (Ed.) Bildungsbericht.Bildungsverläufe und Bildungserfolge (2018)

Detailed reference viewed: 78 (16 UL)
See detailDas Forschungsprojekt MuLiPEC (Developing multilingual pedagogies in early childhood)
Kirsch, Claudine UL; Mortini, Simone UL

in University of Luxembourg (Ed.) Bildungsbericht.Bildungsverläufe und Bildungserfolge (2018)

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See detailAuf dem Weg zur mehrsprachigen Bildung in der frühen Kindheit
Kirsch, Claudine UL

in Universität Luxembourg (Ed.) Bildungsbericht.Bildungsverläufe und Bildungserfolge (2018)

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See detail(In)flexible Language Use in a Year 4 Class in Luxembourg: Which Languages in Which Subjects?
Kirsch, Claudine UL; Degano, Sarah UL

Scientific Conference (2018, September 06)

The project described in this paper is part of the broader research project ‘Capitalizing on Linguistic Diversity in Education’ that investigates how multilingualism can be used as a resource for ... [more ▼]

The project described in this paper is part of the broader research project ‘Capitalizing on Linguistic Diversity in Education’ that investigates how multilingualism can be used as a resource for educational success and social well-being in Luxembourg. Research projects in preschool, Year 1 and Year 2 classes show that teachers have begun to draw on children’s semiotic repertoires (Kirsch 2017, Kirsch and Bes 2017). The present doctoral research project aims to understand the ways in which and the extent to which, first, Year 4 and Year 5 teachers in three schools address linguistic diversity and, second, children draw on their language repertoire to learn. The focus lies on the translanguaging practices of teachers and children. Translanguaging is a pillar of multilingual pedagogies which promote social equity and build on socio-constructivist learning theories (García & Li Wei 2014). The education system in Luxembourg is trilingual in Luxembourgish, German and French. The curriculum is based on monoglossic ideologies and a compartmentalised view of language teaching (De Korne 2012). The system is particularly challenging for the 63.5 percent of primary school children who do not speak Luxembourgish as a first language and underachieve compared to the Luxembourgish-speakers (Menje 2017). This paper draws its data from six days of observations and video-recordings of learning activities in seven French, eight Mathematics and two Arts lessons from September 2017 to January 2018 in one school characterised by the diversity of its intake and the high SES of the families. The data collection is still on-going. The participants are the two teachers of the Year 4 class and three focus children of Slovenian, French and Icelandic background. The thematic analysis focuses on the type of learning activities, the school subjects, the speech acts, the language use, and the pedagogical use of translanguaging. The preliminary findings show that almost all learning activities are teacher-led and that interactions are based on initiation-response-feedback sequences. The teachers systematically translanguage between a target language and the other curricula languages to scaffold learning, build relationships and manage the classroom. Both teachers and children create a specific space for German which is highly unusual in Luxembourg. The children rarely draw on their home languages unless these are the three languages of the country. While translanguaging is frequently used as a scaffold, it is neither transformative nor does it contribute to raising equal opportunities (García & Kleyn 2016). [less ▲]

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See detailZusammenarbeit mit den Eltern und Valorisieren der Familiensprachen mit der App iTEO.
Kirsch, Claudine UL

Scientific Conference (2018, June 26)

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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 ▲]

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See detailDeveloping multilingual pedagogies in the early years in Luxembourg
Kirsch, Claudine UL

Scientific Conference (2018, June 02)

Dynamic theories of bilingualism acknowledge that language learning is fluid and flexible and that learners activate the entire linguistic repertoire when languaging. Pedagogies that foster ... [more ▼]

Dynamic theories of bilingualism acknowledge that language learning is fluid and flexible and that learners activate the entire linguistic repertoire when languaging. Pedagogies that foster multilingualism are promising in our globalised, heterogeneous and fast developing world, as they call for transglossic spaces and are inclusive (García 2017, Cenoz 2017). The call for the development of multilingual education has been taken up by the Ministry of Education responsible for the formal and non-formal early years education in Luxembourg. Professional standards for practitioners in early years are very high (Wiff 2011) and, therefore, it may be a paradox that poor linguistic knowledge and inadequate pedagogical skills have been reported (Gogolin et al. 2011, Thoma & Tracy 2012). Research findings on professional development indicate that the most effective training is long-term and collaborative, involves more than one person of the same institution, encourages active involvement and reflection, and offers opportunities for transfer (Gogolin et al. 2011, WIFF 2011). The model of professional learning communities where participants collaboratively research their own practice through action-research seems particularly promising (Kincheloe 2012). The professional development that Kirsch, Andersen, Mortini and Günnewig carried out within the research project MuLiPEC takes account of these research findings. The research team offered a 15-hour course to a group of 50 teachers and care-takers, as well as mentoring and coaching sessions to seven participants over the course of one academic year. Topics included language development, multilingualism and activities to promote emergent literacy. A survey of all participants and two interviews with the seven long-term participants demonstrated that the training contributed to changing beliefs and practices. [less ▲]

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See detailTeachers’ perspectives of teaching Greek in a multilingual Greek school in Luxembourg
Kirsch, Claudine UL

Scientific Conference (2018, June 02)

Complementary schools have been said to offer a ‘safe haven’ (Lytra & Martin 2010) for immigrant and ethnic minority children to improve their home language and develop their ethnic and linguistic ... [more ▼]

Complementary schools have been said to offer a ‘safe haven’ (Lytra & Martin 2010) for immigrant and ethnic minority children to improve their home language and develop their ethnic and linguistic identity. While many scholars have emphasized the monolingual ideologies at play in these schools, students and teachers have nevertheless been reported to behave in a multilingual manner (Blackledge & Creese 2010, Li Wei 2014, Lytra 2011). This was true to a lesser extent in a Greek school in Luxembourg where the staff shared monolingual ideologies and tried to reinforce a sense of ‘Greekness’ by emphasizing the cultural prestige of ancient Greek (Tsagkogeorga 2016). Given the arrival of more Greek families to Luxembourg, one wonders to what extent the teachers will reconceptualise their pedagogical practices. The present study draws on interviews with two Greek teachers carried out in January 2017 and 2018. One of the teachers migrated in 2016 to Luxembourg. The interviews focussed on pedagogical practices and changes thereof owing to the arrival of children of newly migrated families who had better linguistic skills than and a different understanding of Greek culture from children of established families. First findings have shown that both teachers spoke positively about multilingualism. They were aware of the children’s differing linguistic, social and educational experiences and explained the challenges this caused for teaching. Nevertheless, they seemed to ignore the children’s repertoires by emphasising the teaching of Greek and offering little spaces to other languages (Kirsch forthcoming). The space attributed to culture differed between the teachers. More data will be collected and analysed thematically. The findings of this paper encourage teachers to reflect on their language policies and teaching approaches, and encourage them to capitalize on their students’ heterogeneity. [less ▲]

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