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See detailTranslanguaging as a pedagogy, a practice or a strategy? Examples from a preschool and a primary school class in Luxembourg
Kirsch, Claudine UL; Degano, Sarah UL; Mortini, Simone UL

Scientific Conference (2019, July 01)

The concept of translanguaging has been continuously redefined in education, psycholinguistics and sociolinguistics, which has led to some loss of meaning. Regarding teacher translanguaging, studies show ... [more ▼]

The concept of translanguaging has been continuously redefined in education, psycholinguistics and sociolinguistics, which has led to some loss of meaning. Regarding teacher translanguaging, studies show that it has been used as a strategy to further comprehension and learning, and as a pedagogy. The latter recognizes the existence of multiple languages in class and leverages the students’ semiotic system to make meaning and learn (García et al. 2017). Translanguaging has thereby been understood either as a resource-oriented pedagogy that challenges traditional conceptualizations of bilingualism and language learning, or as a pedagogy that fights social inequalities. Most research studies adopt the first view (Poza, 2017). The present paper combines two longitudinal doctoral studies and investigates the ways in which a preschool and a primary school teacher use translanguaging in their classes in Luxembourg. Drawing on interviews and observations, the findings show that the preschool teacher implemented a translanguaging pedagogy. She planned for the use of several languages, opened translanguaging spaces, and systematically translanguaged where she believed it would support learning (Kirsch et al. submitted). By contrast, the primary school teacher used translanguaging as a pedagogical strategy. She used the curricular languages and only translanguaged to support particular students. These differences are explained by the curriculum and the preschool teacher’s attendance of a professional development course. The findings contribute to our understanding of possible ways of implementing translanguaging as a pedagogy. [less ▲]

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See detailThe Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg.
Kirsch, Claudine UL; Aleksic, Gabrijela; Mortini, Simone UL et al

Scientific Conference (2019, May 15)

In sum, these findings show that the PD made the practitioners reflect on their language use, which, in turn, contributed to a positive stance towards multilingualism (Egert et al., 2018; Garrity et al ... [more ▼]

In sum, these findings show that the PD made the practitioners reflect on their language use, which, in turn, contributed to a positive stance towards multilingualism (Egert et al., 2018; Garrity et al., 2015; Peeters, Cameron, Lazzari, et al., 2014). The partly contradictory findings – embracing translanguaging while holding on to language separation - are reminiscent of other studies showing that practitioners do not simply substitute one set of beliefs with a different one but can hold contradictory beliefs (Levin and Wadmany, 2006). Reflecting on the professional development carried out in New York, Seltzer (2018) reported that the participating teachers simultaneously evidenced ideological shifts and deficit thinking, such as defining children’s linguistic skills as baby talk. [less ▲]

Detailed reference viewed: 45 (3 UL)
See detailYoung children's developing multilingual repertoires and languaging in a preschool in Luxembourg
Mortini, Simone UL

Presentation (2019, March 25)

In trilingual Luxembourg, 63.5% of the children entering formal schooling have a home language other than Luxembourgish. National studies have shown that these children score below average in primary ... [more ▼]

In trilingual Luxembourg, 63.5% of the children entering formal schooling have a home language other than Luxembourgish. National studies have shown that these children score below average in primary school (MENJE, 2017). To raise the children's opportunities, a new law on multilingual education in the early years was voted in 2017. In addition to learning Luxembourgish, young children are now familiarised with French and their home languages are valued. Researchers have called for such inclusive multilingual pedagogies that build on dynamic language arrangements (Garcia & Seltzer, 2016). However, studies have seldom focused on the impact of these innovative pedagogies on young children's developing multilingual repertoires, their interactions with adults and peers, and the children's active role in this process (Schwartz & Gorbatt, 2018). Drawing on a sociocultural perspective, the present paper investigates the languaging and development of the language repertoires of two four-year-old Spanish-speaking children during one year in preschool. Their teacher participated in a professional development programme coordinated by a research project on developing multilingual pedagogies in early childhood (MuLiPEC, 2016-2019). The data stem from 17 days of videography and participant observation of the children's interactions with peers and the teacher during daily routines and from four interviews with the teacher. Data analysis was based on thematic and conversation analysis. The preliminary findings indicate, firstly, that within the teacher's flexible language arrangements, the children frequently translanguaged, drawing on features of five languages and non-verbal communication (e.g. gestures, showing). At the same time, they developed vocabulary, complex sentences and narrative skills in Luxembourgish. Secondly, they showed a metalinguistic awareness and adapted their languaging to their interlocutors. The findings should contribute to the research on languaging and multilingual development in early childhood. Garcia, O., & Seltzer, K. (2016). The Translanguaging current in language education. In B. Kindenberg (ed.) Flersprakighet som resurs (pp. 19-30). Liber. MENJE (2017). Enseignement fondamental - Education differenciee. Statistiques globales et analyse des resultats scolaries - Annee scolaire 2015/2016. MENJE: Luxembourg. Schwartz, M., & Gorbatt, N. (2018). The Role of Language Experts in Novices’ Language Acquisition and Socialization. In M. Schwartz (ed.) Preschool Bilingual Education. Agency Between Children, Teachers, and Parents (pp. 343 - 356). Springer. [less ▲]

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See detailDialog - traduction française du magazine DIALOG
Kirsch, Claudine UL; Mortini, Simone UL

Article for general public (2018)

Detailed reference viewed: 48 (4 UL)
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See detailChildren's languaging and peer interactions in non-formal early childhood education in Luxembourg
Mortini, Simone UL

Scientific Conference (2018, November 09)

In Luxembourg children engage daily in multilingual practices outside early childhood institutions but often face monolingual practices within (Neumann, 2015). Despite research having debunked the need ... [more ▼]

In Luxembourg children engage daily in multilingual practices outside early childhood institutions but often face monolingual practices within (Neumann, 2015). Despite research having debunked the need for strict language separation for effective language learning, children are deprived from drawing on their complete linguistic repertoire (Neumann, 2015). In 2017 Luxembourg has opted for multilingual education in the early years. Formal and non-formal education settings are now required to offer the teaching of Luxembourgish, a familiarization with French and a valorisation of the children’s home languages. Whereas researchers have analysed inclusive language pedagogies (García, Johnson & Seltzer, 2017), studies seldomly examine the children’s active participation and peer interactions in early years settings implementing such multilingual pedagogies (Schwartz & Gorbatt, 2018). The present doctoral study is part of the research project MuLiPEC (Kirsch, 2016-2019) which aims at developing multilingual pedagogies through professional development in early childhood. Drawing on a sociocultural perspective, this paper focusses on two three-year-old children in two non-formal settings and investigates their languaging and interactions with peers and practitioners over a year. The data stem from 31 days of participant observation and videography of the children’s interactions with peers and practitioners and from eight interviews with the practitioners. The ongoing data analysis is based on thematic and interaction analysis. The preliminary findings, firstly, indicate that the children translanguaged, making use of their home language French, features of at least two other languages (e.g. German, English) and non-verbal communication (e.g. actions, gestures, pointing). Secondly, the children developed competences in Luxembourgish and learned new words in other languages from their peers and the practitioners. Finally, akin to Corsaro (2018), the children reproduced the practitioners’ language strategies (e.g. labelling, corrective feedback, translanguaging) during peer interactions and adapted their languaging to their interlocutors. The findings should contribute to research on dynamic multilingual practices and their impact on peer interactions in early childhood education. Corsaro, W.A. (2018). The Sociology of Childhood (5th edition). Los Angeles: SAGE García, O., Johnson, S., & Seltzer, K. (2017). The Translanguaging classroom. Leveraging student bilingualism for learning. Philadelphia: Caslon. Neumann, S. (2015). Lost in Translanguaging? Practices of Language Promotion in Luxemburgish Early Childhood Education. Global Education Review 2(1), 23–39. Schwartz, M., & Gorbatt, N. (2018). The Role of Language Experts in Novices’ Language Acquisition and Socialization. In M. Schwartz (ed.) Preschool Bilingual Education. Agency Between Children, Teachers, and Parents (pp. 343 – 356). Springer. [less ▲]

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See detailInclusive multilingual pedagogies in a preschool in Luxembourg
Mortini, Simone UL

Scientific Conference (2018, September 04)

Detailed reference viewed: 26 (6 UL)
See detailMehrsprachige Pädagogik und Translanguaging: 
Theorie und Praxisbeispiele
Mortini, Simone UL; Degano, Sarah UL

Speeches/Talks (2018)

In diesem Workshop vertiefen wir die Kenntnisse zur mehrsprachigen Bildung, stellen das Konzept ''Translanguaging'' als Pädagogik vor und zeigen Praxisbeispiele aus zwei verschiedenen Forschungsprojekten ... [more ▼]

In diesem Workshop vertiefen wir die Kenntnisse zur mehrsprachigen Bildung, stellen das Konzept ''Translanguaging'' als Pädagogik vor und zeigen Praxisbeispiele aus zwei verschiedenen Forschungsprojekten. Durch die Analyse von Videos aus Forschungsprojekten können die TeilnehmerInnen Anregungen für die Umsetzung in die eigne Praxis gewinnen. [less ▲]

Detailed reference viewed: 80 (3 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: 40 (6 UL)
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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)

Detailed reference viewed: 50 (8 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: 123 (8 UL)
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See detailTranslanguaging. Eine innovative Lehr-und Lernstrategie
Kirsch, Claudine UL; Mortini, Simone UL

in Forum für Politik, Gesellschaft und Kultur in Luxemburg (2016), 365

Detailed reference viewed: 222 (26 UL)