References of "Kirsch, Claudine 50002094"
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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 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 Barbara Budrich - 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 (2018)

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

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

Detailed reference viewed: 38 (1 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 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 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 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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