Reference : Developing multilingual pedagogies in the early years in Luxembourg
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
Multilingualism and Intercultural Studies
http://hdl.handle.net/10993/36186
Developing multilingual pedagogies in the early years in Luxembourg
English
Kirsch, Claudine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
2-Jun-2018
Yes
No
International
Crossroads of Languages and Cultures
31-05-2018 to 02-06-2018
University of Rethymnon, Crete
Rethymnon
Greece
[en] Multilingual pedagogies ; professional development ; early years
[en] 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.
Researchers
http://hdl.handle.net/10993/36186
FnR ; FNR9989225 > Claudine Kirsch > MuLiPEC > Developing multilingual pedagogies in Early Childhood Education > 01/05/2016 > 30/04/2019 > 2015

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