References of "Kirsch, Claudine 50002094"
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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 (in press)

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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 (in press)

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 detailTransnational experiences, language competences and worldviews: contrasting language policies in two recently migrated Greek families in Luxembourg
Kirsch, Claudine UL; Gogonas, Nikos

in Multilingua (2018)

Against the backdrop of the ongoing crisis-led migration from Southern to Northwestern Europe, the present paper reports on a case study of two families who have recently migrated from Greece to ... [more ▼]

Against the backdrop of the ongoing crisis-led migration from Southern to Northwestern Europe, the present paper reports on a case study of two families who have recently migrated from Greece to Luxembourg. Luxembourg has a trilingual education system and many pupils of migrant background face difficulties on this account. Drawing on the framework of Family Language Policy, this paper explores the language ideologies and management strategies of two families as well as factors influencing their policies. This qualitative study was based on interviews, observations, and videos recorded by one of the families. The findings show that the families have contrasting language ideologies and management strategies that are informed by their differing transnational experiences, competences and worldviews. This study can contribute to a better understanding of the ways in which migrant families use their language resources in their new country. [less ▲]

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See detailDemystifying multilingualism at work, at home and at school
Kirsch, Claudine UL

Scientific Conference (2017, November 21)

What is multilingualism? How has our understanding of multilingualism, language learning and developing several languages in children at home and at school changed over the last century? Building on the ... [more ▼]

What is multilingualism? How has our understanding of multilingualism, language learning and developing several languages in children at home and at school changed over the last century? Building on the work of several leading scholars such as García, Creese and Blackledge, Li Wei, and Baker as well as on my own research, this interactive presentation will deconstruct traditional understandings of multilingualism and show that translanguaging, the use of one’s entire semiotic repertoire for communication, meaning-making and learning, is a normal practice. In addition, we will examine approaches such as “one-person-one-language” and “one-person-two-languages” and discuss some video excerpts illustrating how children use their multilingual repertoire in a crèche at and school. [less ▲]

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See detailOpbauen op méisproocheg Ressourcen beim Sproocheléieren
Kirsch, Claudine UL

in Learn (2017), November(06),

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See detailSprachenlernen mit der App iTEO
Kirsch, Claudine UL

Presentation (2017, October 24)

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See detailInhalte und Ergebnisse einer Fortbildung zur Mehrsprachigkeitspädagogik in der frühen Kindheit
Kirsch, Claudine UL

Scientific Conference (2017, September 23)

Concepts and results of a continuous development course on the development of multilingual pedagogies in early childhood This presentation begins with the concepts of language development (e.g. dynamic ... [more ▼]

Concepts and results of a continuous development course on the development of multilingual pedagogies in early childhood This presentation begins with the concepts of language development (e.g. dynamic bilingualism, sociocultural theories of language learning) our professional development course on multilingual pedagogies was based on. I will then give some insights into the content of the course, show the beliefs that teachers and educators held regarding multilingualism, and show some examples of practices the latter filmed and discussed in the course. Finally, I present the results of a survey the practitioners carried our prior and after the course. The findings indicate an enhanced openness towards home languages and a weaker focus on Luxembourgish. [less ▲]

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See detailSprachbiographien und ihre Bedeutung in multilingualen Kontexten. Eine Fallstudie aus Luxemburg
Kirsch, Claudine UL; Cicero Catanese, Giovanni

in Zeitschrift für Grundschulforschung, Bildung im Elementar- und Primarbereich (2017), 10(2), 35-48

Sprachbiographien dokumentieren und kontextualisieren Spracherfahrungen, helfen dem Lernenden, die eigene Sprachentwicklung und das Sprachverhalten zu verstehen, und ermöglichen Pädagogen, passende ... [more ▼]

Sprachbiographien dokumentieren und kontextualisieren Spracherfahrungen, helfen dem Lernenden, die eigene Sprachentwicklung und das Sprachverhalten zu verstehen, und ermöglichen Pädagogen, passende Sprachangebote zu machen. Das Fallbeispiel eines mehrsprachigen Kindes in Luxemburg gibt einen Einblick in und Anstoß für sprachbiographische Forschung und Praxis. Die Ergebnisse der longitudinalen Studie illustrieren, erstens, Daniels offene Haltung gegenüber Sprachen und Spracherfahrungen, seinen dynamischen Sprachgebrauch und seine sich entwickelnde Fähigkeit zur Reflexion und, zweitens, den Einfluss der Eltern und Schule. [less ▲]

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See detailTeachers’, parents’ and students’ perspectives’ on teaching and learning Greek in a community school in Luxembourg
Kirsch, Claudine UL

Scientific Conference (2017, August 25)

Many scholars have been interested in studying patterns of language shift or maintenance of migrants during their diaspora. One way of sustaining the development of the home language is through attending ... [more ▼]

Many scholars have been interested in studying patterns of language shift or maintenance of migrants during their diaspora. One way of sustaining the development of the home language is through attending a complementary school. This paper explores the differing perspectives on teaching and learning Greek in a complementary school in Luxembourg. The participants include the two teachers of this school, the mothers of three newly migrated families and their children. Like most children of newly migrated Greek families, the children in this study attend a state schools where they learn Luxembourgish, German and French (Gogonas & Kirsch 2016). They attend the Greek school one afternoon a week for three hours. The data stem from a survey with 37 parents and interviews with the teachers, parents and children. The findings of the survey indicate that the parents expect the school to develop high competences in Greek and knowledge of Greek culture and history. The newly arrived families have higher expectations than the established ones (Frygana 2016). The thematic analysis of the interviews indicates that the teachers adhered to a monolingual policy and reinforced a sense of “Greekness” by focusing on the Greek language and teaching some elements of culture (Tsagkogeorga 2016). They were aware that the multilingual children had different school experiences depending on their language competence and friendships. The children’s experiences varied in the light of their age and the teaching approaches. While the younger children saw little purpose in attending the school, the older child could make connections between the Greek school, the state school and her life and was motivated to learn Greek. 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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See detailDeveloping language skills in 3-year-olds in multilingual Luxembourg: a case study
Kirsch, Claudine UL; Mortini, Simone UL

Scientific Conference (2017, August 24)

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See detailPerspectives on translanguaging and its practices in early years in Luxembourg
Kirsch, Claudine UL

Scientific Conference (2017, August 23)

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See detailDynamic interplay of language policy, beliefs and pedagogy in a nursery class in Luxembourg
Kirsch, Claudine UL

Scientific Conference (2017, July 24)

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See detailTranslanguaging practices on iTEO in Preschools
Kirsch, Claudine UL

in Translation and Translanguaging in Multilingual Contexts (2017), 3(2), 145-166

Whilst contributing to a person’s language, cognitive and personal development and whilst a common practice in the daily lives of bilinguals, translanguaging is rarely observed in educational institutions ... [more ▼]

Whilst contributing to a person’s language, cognitive and personal development and whilst a common practice in the daily lives of bilinguals, translanguaging is rarely observed in educational institutions. The present paper examines the situations and the ways in which preschool children in trilingual Luxembourg translanguage during collaborative storytelling on iTEO, an iPad app which allows for the recording and editing of oral language. Currently 62.4% of children do not speak Luxembourgish on school entry. Language policies focus on the learning of Luxembourgish. This, the small class sizes and the absence of peers with similar language backgrounds may limit the opportunities for translanguaging. The present qualitative, longitudinal study takes a mixed-method approach. The findings show that the 5 focus children in preschool translanguaged frequently, in different ways and for a range of purposes, while drawing on features of several languages. The process of translanguaging depended on the individual child and on contextual factors. We argue that storytelling on iTEO opens up safe translanguaging spaces that contribute to inclusive multilingual pedagogies. [less ▲]

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See detailPerspectives on multilingualism and language learning and literacy practices of early years practitioners in Luxembourg
Kirsch, Claudine UL

Scientific Conference (2017, June 14)

Multilingual pedagogies hold promise in our heterogeneous and fast developing world on account of their inclusiveness and support for social justice and political participation. In order to help early ... [more ▼]

Multilingual pedagogies hold promise in our heterogeneous and fast developing world on account of their inclusiveness and support for social justice and political participation. In order to help early years practitioners develop these innovative methods, researchers at the university of Luxembourg offered an inquiry-based professional development course which aimed to develop the practitioners’ understanding of multilingualism, help them design literacy activities in a range of languages, and enable them to evaluate their practices. The participants were teachers and para-professionals who work with 3- to 5-year-olds in nursery schools, crèches and day care centers. These institutions focus on the learning of Luxembourgish, sometimes at the expense of home languages and of French and German, both official languages in Luxembourg. The focus on Luxembourgish must be seen in relation to the heterogeneous intake where approximately 60% of the children do not speak Luxembourgish. This paper presents the preliminary findings of a questionnaire on multilingualism, language learning and literacy practices answered by 50 practitioners prior to and following the above-mentioned professional development course. The data were triangulated with the practitioners’ video-recorded language activities. The findings show that the teachers and para-professionals view multilingualism positively and promote Luxembourgish through language use and frequent literacy activities. They occasionally communicated with the youngsters in their home languages - if known - and did not object to the children using them with peers and adults. While almost all practitioners stated that the children spoke in their home language, they diverged in their beliefs regarding the appropriateness of their use. Answers were more convergent in the post-test. The findings should deepen our understanding of early years practitioners’ beliefs and language practices and help find strategies for developing multilingual pedagogies. [less ▲]

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See detailYoung children capitalising on their entire language repertoire for language learning at school
Kirsch, Claudine UL

in Language, Culture and Curriculum (2017)

While translanguaging has been well researched in bilingual settings with older pupils and has been found to contribute to cognitive and personal development, there is little research on translanguaging ... [more ▼]

While translanguaging has been well researched in bilingual settings with older pupils and has been found to contribute to cognitive and personal development, there is little research on translanguaging of young multilinguals. In trilingual Luxembourg, at school, children learn Luxembourgish aged 4, German aged 6 and French aged 7, with the majority not speaking Luxembourgish on school entry. The number of languages to be learned may leave teachers little space to capitalise on home languages and encourage translanguaging. Drawing on qualitative methods, this paper contextualises and examines the practice and purposes of translanguaging of nursery and primary school children who speak a language other than Luxembourgish at home, while they collaboratively produce oral texts on the iPad app iTEO. The data stem from a longitudinal study using a multi-method approach. The findings indicate that the children made use of their multilingual repertoire in order to communicate, construct knowledge and mark their multilingual identity. Translanguaging was a frequent and legitimate practice in both classes although the older children drew less on home languages other than Luxembourgish. The children’s ability to translanguage and their opportunities for doing so were influenced by the multilingual learning environment, the curriculum and the language learning tasks. [less ▲]

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See detailEmergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg
Kirsch, Claudine UL; Bes Izuel, Maria Asuncion UL

in Language Learning Journal (2017)

The present small-scale study investigates 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 ... [more ▼]

The present small-scale study investigates 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 13 hours of audio and video-recordings. The participants are 6–7-year-olds learning German and French. Grounded in sociocultural theory, this paper examines, first, the ways in which the emergent multilingual primary school children scaffold each other’s learning of German and French while collaboratively producing oral texts on iTEO and, second, investigates the affordances of this app for learning. 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. [less ▲]

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See detailAufbauen auf den mehrsprachigen Ressourcen der Kinder,
Kirsch, Claudine UL

Scientific Conference (2016, December 07)

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See detailLanguage ideologies of preschool teachers and translanguaging practices in classrooms.
Kirsch, Claudine UL; Bes Izuel, Maria Asuncion UL

Scientific Conference (2016, November)

Translanguaging has been described as a natural practice amongst multilinguals although it remains uncommon in formal and informal educational institutions (Creese & Blackledge 2010). By contrast, Kirsch ... [more ▼]

Translanguaging has been described as a natural practice amongst multilinguals although it remains uncommon in formal and informal educational institutions (Creese & Blackledge 2010). By contrast, Kirsch (forthcoming) has shown that preschool children in trilingual Luxembourg translanguaged frequently during collaborative storytelling on iTEO, an iPad app which allows for the recording and editing of oral language. The 4-year-old emergent multilinguals studied here drew on their entire semiotic repertoire in order to communicate and to make meaning. They used Luxembourgish, their family language and features of other languages picked up from their peers. In order to understand these translanguaging practices, we consider it necessary to examine the underlying pedagogies which are, in turn, influenced by the language ideologies of the teachers (Gkaintartzi & Tsokalidou 2010). The present paper examines the language ideologies of two preschool teachers in Luxembourg and relates them to the translanguaging practices in their classrooms. The data stem from the qualitative, small-scale, longitudinal study iTEO (2013 – 2017) which used a mix-method approach comprising video and audio recordings, interviews, questionnaires and the collection of documents (e.g. written stories, pictures). The data show that the teachers understand language learning as a dynamic social process and have positive attitudes to multilingualism. They embrace language and cultural diversity in their classroom, promote translanguaging, and actively collaborate with parents in order to communicate and share their language practices. [less ▲]

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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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