References of "Kirsch, Claudine 50002094"
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See detailL’apprentissage langagier avec l’App iTEO
Kirsch, Claudine UL; Gretsch, Gérard

in Synergies pays germanophones. Gerflint (2015), 8

The education system in Luxembourg requires highly developed language competences in three languages. This situation is challenging for all children. The iPad app iTEO records and edits oral language and ... [more ▼]

The education system in Luxembourg requires highly developed language competences in three languages. This situation is challenging for all children. The iPad app iTEO records and edits oral language and offers innovative methods to develop languages. Children draw on their language repertoires, thereby translanguaging, and work autonomously and collaboratively in order to produce oral texts. This article presents, first, the efforts of two children in year 1 who record themselves in French on iTEO, and, second, the pedagogical practices in that class as well as changes over time. [less ▲]

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See detailiTEO
Kirsch, Claudine UL

Scientific Conference (2015, November 26)

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See detailDeveloping multilingualism of 6-8 year-olds through collaborative storytelling on iTEO
Kirsch, Claudine UL

Scientific Conference (2015, November 09)

Claudine Kirsch examined, first, the ways in which children in Years 1 and 2 co-constructed oral texts in German and French and, second, the extent to which iTEO mediated collaborative learning.

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See detailDer Bachelor in Erziehungswissenschaften an der Universität Luxemburg als akademische und praktische Ausbildung zum Lehrer
Lamy, Christian; Bodson, Marc; Houtmann, Elisabeth et al

in Bolle, Rainer (Ed.) Schulpraktische Studien 2015 zwischen Standards, Alltag und Zukunftsvisionen (2015)

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See detailEcho iTEO. Co-languaging, collaborating, co-constructing
Kirsch, Claudine UL; Gretsch, Gérard

Report (2015)

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See detailEducators’ and teachers’ understanding of developing multilingual oracies
Kirsch, Claudine UL; Andersen, Katja Natalie UL

Scientific Conference (2015, September 09)

Luxembourg, where three official languages are used concurrently, is also the EU member state with the highest proportion of resident foreigners. Currently, sixty percent of nursery children do not speak ... [more ▼]

Luxembourg, where three official languages are used concurrently, is also the EU member state with the highest proportion of resident foreigners. Currently, sixty percent of nursery children do not speak Luxembourgish as a first language. Already as six-year-olds, they will have to meet the challenge of a trilingual education system. Findings demonstrate that differences in educational achievement are strongly correlated with the social and cultural backgrounds of the pupils. In the last ten years, early childhood education has seen the rapid development of non-formal educational institutions in response to societal and political pressures that demanded a greater focus on language development, school preparation and social inclusion. The exponential growth requires better provision and staff training. Our in-service training for educators and teachers aimed at the development of the children’s multiple languages through the use of books, pictures and rhymes. During and after the training, the practitioners video-recorded their practices to aid reflection. Our continuing empirical qualitative study, based on visual ethnography, interviews and a survey, investigates both the oracy practices and the practitioners’ perspectives on language development. The presentation will focus on the practitioners and show that they occasionally underestimated the children’s language efforts, misinterpreted translanguaging, and were unsure of their structuring of activities. The collaborative reflections enabled them to develop new practices that capitalize on the children’s languages. [less ▲]

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See detailLanguage learning through storying on iTEO
Kirsch, Claudine UL; Di Letizia, Laurence

Scientific Conference (2015, September 09)

Luxembourg is a trilingual country and the EU state with the highest percentage of foreign residents. Currently, 62% of nursery children do not speak Luxembourgish as their first language. They learn ... [more ▼]

Luxembourg is a trilingual country and the EU state with the highest percentage of foreign residents. Currently, 62% of nursery children do not speak Luxembourgish as their first language. They learn Luxembourgish in the nursery aged 4. The project “TEO” aims at developing multilingual oracies through collaborative storytelling in nursery and lower primary schools. “Storying” is a leading activity because it activates cognitive, social and emotional processes. It capitalizes on children’s resources and encourages them to narrate, draw, play, read and write stories. The iPad App iTEO is designed to record and edit the spoken word. The automatic replay promotes reflection on language and encourages autonomous language learning. The project draws on social constructivist learning theories and on Bakhtin’s theory of dialogism. The qualitative longitudinal study (2013 – 2016) relies on several methods including regular observations, video-recordings, interviews with the children, the teachers and the parents and the collection of audio and visual material. Teachers and parents gave written consent for the video-recordings to be used for educational purposes. Our presentation focuses both on the various ways the teacher uses storying to give children a voice and on the multiple ways a Portuguese child learns to use iTEO. She sings, reports on events, retells stories and transforms and invents stories based on an action-hero. She uses translanguaging to get her meaning across, develops language skills through collaboration and reflection and develops a secure sense of identity. The practices of the teacher and the children promote inclusive education programmes. [less ▲]

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See detailDeveloping multilingualism in nursery schools in Luxembourg
Kirsch, Claudine UL

Scientific Conference (2015, May 29)

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See detailLehr-und Lernforschung: Perspektiven von AES und dem BScE
Kirsch, Claudine UL

Presentation (2015, May 16)

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See detailDeveloping languages through the iPad App iTEO
Kirsch, Claudine UL

Scientific Conference (2015, May 16)

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See detailTranslanguaging of children and teachers during storytelling activities with iTEO in nursery and primary schools in Luxembourg
Kirsch, Claudine UL

Scientific Conference (2015, April 20)

Symposium: Spaces for translanguaging in diverse language learning situations 20 April, 13:30 – 15:00 While translanguaging has been described as a natural practice amongst multilinguals in our globalized ... [more ▼]

Symposium: Spaces for translanguaging in diverse language learning situations 20 April, 13:30 – 15:00 While translanguaging has been described as a natural practice amongst multilinguals in our globalized world, it is uncommon in formal and informal educational institutions (Creese & Blackledge, 2010; García, 2009). Translanguaging capitalizes on the learners’ diverse resources and encourages them to draw on their entire semiotic repertoire thereby promoting deep level learning. It is transformative in that it contributes to cognitive and personal development, and develops language and literacy practices that challenge traditional teaching which tends to reproduce social inequalities (García & Wei, 2014). Our presentations focus on data from research projects in three countries that show how learning is mediated when practitioners (e.g. teachers, teacher assistants, educators, parents) adopt child-centred teaching models, implement a “funds of knowledge” theoretical perspective (Gonzalez, Moll & Armanti, 2005), create bridges between the home and school languages, and encourage translanguaging, including gestures and other body language. This view is particularly relevant to young children. We argue that translanguaging harmonizes with models of early years pedagogy which foreground the co-construction of learning between child and adult. We will present four qualitative, small-scale studies, three of them longitudinal. Research was undertaken in a community class in England, a nursery class in France, nursery and primary schools in Luxembourg and crèches and day care centres in Luxembourg. The researchers used a mix method approach comprising video and audio recordings, interviews, field notes and documents to collect data on regular intervals. The presentations will situate the studies within the local and national contexts that mediate the pedagogical practices and present interactions between the practitioners and the children aged between 3 and 11. The key discussion points are the need to create “safe spaces” (Conteh & Brock, 2011) in order to “activate” children’s and practitioners’ translanguaging abilities, the particular challenges practitioners face, and implications for policies and practice. Jean Conteh: Translanguaging as pedagogy in multilingual primary classrooms in England- from the margins to the mainstream Using data from small-scale, longitudinal, ethnographic research in a complementary class situated in a multilingual community in a city in the north of England, this presentation will analyse the interactions between multilingual teachers and their pupils, using a “funds of knowledge” theoretical perspective. It will consider the implications for policy and practice for both teaching and learning. Latisha Mary and Andrea Young: Supporting very young learners in transition from home to school: Translanguaging in a French nursery school class with emergent bilingual children. This paper focuses on the translanguaging practices of a teacher in France with three-year old children and their families. It illustrates how she harnesses the children’s language repertoires as resources and how she creates ‘safe spaces’. Her inclusive linguistic approach appears to facilitate the children’s learning and adjustment to their first year in formal education. Claudine Kirsch: Translanguaging of children and teachers during storytelling activities with iTEO in nursery and primary schools in Luxembourg The project addresses the need for innovative didactic methods to manage the diversity and heterogeneity in Luxembourg’s trilingual schools. The paper shows how learning takes place when teachers and emergent bilinguals translanguage during storytelling activities on the iPad App iTEO. Katja Andersen and Claudine Kirsch: Multilingual oracies in formal and informal settings in Luxembourg The empirical qualitative study, based on visual ethnography, structured interviews and a survey, is situated at the transition from formal to informal education sectors in Luxembourg. The aim is to study explicit and implicit forms of multilingual oracies in the interactions between 3 to 6 year-olds and their educators within practices of using pictures and rhymes. References Conteh, J. and Brock, A. (2011) “Safe spaces”? Sites of bilingualism for young learners in home, school and community, International Journal of Bilingual Education and Bilingualism, 14:3, 347-360. Creese, A. and Blackledge, A. (2010) Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? The Modern Language Journal, 94, i. García, O. (2009) Bilingual education in the 21st century: A global perspective. West Sussex, UK: Wiley-Blackwell. García, O. and Wei, L. (2014) Translanguaging: Language, Bilingualism and Education. New York: Palgrave Macmillan. González, N., Moll, L. and Amanti, C. (eds) (2005) Funds of Knowledge: Theorising Practices in Households, Communities and Classrooms. New York: Routledge. [less ▲]

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See detailMultilingual oracies in formal and informal settings in Luxembourg
Andersen, Katja Natalie UL; Kirsch, Claudine UL

Scientific Conference (2015, April 20)

Symposium: Spaces for translanguaging in diverse language learning situations While translanguaging has been described as a natural practice amongst multilinguals in our globalized world, it is uncommon ... [more ▼]

Symposium: Spaces for translanguaging in diverse language learning situations While translanguaging has been described as a natural practice amongst multilinguals in our globalized world, it is uncommon in formal and informal educational institutions (Creese & Blackledge, 2010; García, 2009). Translanguaging capitalizes on the learners’ diverse resources and encourages them to draw on their entire semiotic repertoire thereby promoting deep level learning. It is transformative in that it contributes to cognitive and personal development, and develops language and literacy practices that challenge traditional teaching which tends to reproduce social inequalities (García & Wei, 2014). Our presentations focus on data from research projects in three countries that show how learning is mediated when practitioners (e.g. teachers, teacher assistants, educators, parents) adopt child-centred teaching models, implement a “funds of knowledge” theoretical perspective (Gonzalez, Moll & Armanti, 2005), create bridges between the home and school languages, and encourage translanguaging, including gestures and other body language. This view is particularly relevant to young children. We argue that translanguaging harmonizes with models of early years pedagogy which foreground the co-construction of learning between child and adult. We will present four qualitative, small-scale studies, three of them longitudinal. Research was undertaken in a community class in England, a nursery class in France, nursery and primary schools in Luxembourg and crèches and day care centres in Luxembourg. The researchers used a mix method approach comprising video and audio recordings, interviews, field notes and documents to collect data on regular intervals. The presentations will situate the studies within the local and national contexts that mediate the pedagogical practices and present interactions between the practitioners and the children aged between 3 and 11. The key discussion points are the need to create “safe spaces” (Conteh & Brock, 2011) in order to “activate” children’s and practitioners’ translanguaging abilities, the particular challenges practitioners face, and implications for policies and practice. Jean Conteh: Translanguaging as pedagogy in multilingual primary classrooms in England- from the margins to the mainstream Using data from small-scale, longitudinal, ethnographic research in a complementary class situated in a multilingual community in a city in the north of England, this presentation will analyse the interactions between multilingual teachers and their pupils, using a “funds of knowledge” theoretical perspective. It will consider the implications for policy and practice for both teaching and learning. Latisha Mary and Andrea Young: Supporting very young learners in transition from home to school: Translanguaging in a French nursery school class with emergent bilingual children. This paper focuses on the translanguaging practices of a teacher in France with three-year old children and their families. It illustrates how she harnesses the children’s language repertoires as resources and how she creates ‘safe spaces’. Her inclusive linguistic approach appears to facilitate the children’s learning and adjustment to their first year in formal education. Claudine Kirsch: Translanguaging of children and teachers during storytelling activities with iTEO in nursery and primary schools in Luxembourg The project addresses the need for innovative didactic methods to manage the diversity and heterogeneity in Luxembourg’s trilingual schools. The paper shows how learning takes place when teachers and emergent bilinguals translanguage during storytelling activities on the iPad App iTEO. Katja Andersen and Claudine Kirsch: Multilingual oracies in formal and informal settings in Luxembourg The empirical qualitative study, based on visual ethnography, structured interviews and a survey, is situated at the transition from formal to informal education sectors in Luxembourg. The aim is to study explicit and implicit forms of multilingual oracies in the interactions between 3 to 6 year-olds and their educators within practices of using pictures and rhymes. References Conteh, J. and Brock, A. (2011) “Safe spaces”? Sites of bilingualism for young learners in home, school and community, International Journal of Bilingual Education and Bilingualism, 14:3, 347-360. Creese, A. and Blackledge, A. (2010) Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching? The Modern Language Journal, 94, i. García, O. (2009) Bilingual education in the 21st century: A global perspective. West Sussex, UK: Wiley-Blackwell. García, O. and Wei, L. (2014) Translanguaging: Language, Bilingualism and Education. New York: Palgrave Macmillan. González, N., Moll, L. and Amanti, C. (eds) (2005) Funds of Knowledge: Theorising Practices in Households, Communities and Classrooms. New York: Routledge. [less ▲]

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See detailLanguage promotion and language practices in early educational settings in Luxembourg: Research projects in the fields of non-formal and formal education
Kirsch, Claudine UL; Seele, Claudia UL; Engel de Abreu, Pascale UL

Scientific Conference (2015, March 06)

Die sprachliche Situation Luxemburgs zeichnet sich durch eine besondere Komplexität aus, zu der nicht nur die drei offiziellen Landesprachen – Luxemburgisch, Französisch und Deutsch – sondern auch die ... [more ▼]

Die sprachliche Situation Luxemburgs zeichnet sich durch eine besondere Komplexität aus, zu der nicht nur die drei offiziellen Landesprachen – Luxemburgisch, Französisch und Deutsch – sondern auch die migrationsbedingte Diversität der Bevölkerung sowie die tagtäglichen GrenzpendlerInnen aus den Nachbarländern beitragen. Der frühkindlichen Bildung kommt hierbei eine Schlüsselrolle zu – sowohl in Hinsicht auf die Vorbereitung einer erfolgreichen Bildungsbeteiligung im mehrsprachigen luxemburgischen Schulsystem, als auch bezüglich des sozialen Zusammenhalts einer äußerst heterogenen Gesellschaft. Der Vortrag gibt zunächst einen Überblick über die sprachliche und organisationale Verfasstheit des Luxemburger Bildungs- und Betreuungssystems und präsentiert dann Einblicke in drei verschiedene Forschungsbereiche an der Universität Luxemburg, die sich dem Thema aus unterschiedlichen disziplinären, methodischen und konzeptionellen Perspektiven annähern. Claudine Kirsch gibt Einblicke in zwei Projekte zur Förderung der Mündlichkeit, zum einen anhand der App iTEO mit 4- bis 7-Jährigen in der „école fondamentale“, zum anderen durch Bildliteralität mit 2- bis 6-Jährigen in Kindertageseinrichtungen und Vorschulen (Projekte „iTEO“ und „Multilingual oracies“). Claudia Seele stellt erste Befunde aus ihrer ethnographischen Forschung zur alltäglichen Sprachpraxis in staatlich geförderten Kindertageseinrichtungen für 0- bis 4-Jährige vor. Pascale Engel de Abreu geht schließlich der Frage nach, wie man zentrale sprachliche und kognitive Prozesse bei mehrsprachigen Kindern fördern kann. In diesem Zusammenhang stellt sie die Projekte „Multilinguaalt Léierpotenzial fërderen (POLILUX)“ und „Lauter lëschteg Lauter“ (LITMUL) vor. Abschließend werden einige übergreifende Fragen zur Diskussion aufgeworfen, beispielsweise zum Verhältnis zwischen Forschung, Politik und Praxis, zu den Möglichkeiten und Grenzen eines Transfers wissenschaftlichen Wissens, zur Bedeutung und Ausgestaltung von Aus- und Weiterbildung sowie zur Zusammenarbeit mit Fachkräften und Familien. [less ▲]

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See detailSprachenlernen durch Geschichtenerzählen mit iTEO
Kirsch, Claudine UL

Presentation (2015, January 21)

Wir gehen davon aus, dass Kinder eine Sprache lernen, wenn sie diese in unterschiedlichen Situationen und mit unterschiedlichen Personen benutzen, um etwas mitzuteilen, was ihnen wichtig ist. Zuhören ... [more ▼]

Wir gehen davon aus, dass Kinder eine Sprache lernen, wenn sie diese in unterschiedlichen Situationen und mit unterschiedlichen Personen benutzen, um etwas mitzuteilen, was ihnen wichtig ist. Zuhören, Kollaboration, Autonomie und Respekt sind wichtige Kompetenzen, die man in der Schule entwickeln muss. Da diverse (neue) Medien zum soziokulturellen Alltag der Kinder gehören, sollen sie auch im Sprachunterricht eingesetzt werden. Die iPad App iTEO ermöglicht es, mündliche Texte zu produzieren und zu transformieren. Das automatische Replay der Aufnahmen sorgt dafür, dass die Kinder sich die Aufnahme anhören und sich mit ihrer mündlichen Sprache auseinandersetzen. Die Ergebnisse unserer Studie zeigen, dass Kinder Aspekte ihrer Sprache weiterentwickelten (z.B. Wortschatz, Grammatik, diskursive Kompetenzen), sich metalinguistisches Wissen aneigneten und Lernstrategien erwarben. Ziele dieses Workshops sind es, das Konzept 'Storying' vorzustellen, das Programm iTEO auszuprobieren, mündliche Textproduktionen von Kindern zu analysieren und, schlussendlich, zu diskutieren, wie man das Konzept in der eigenen Klasse umsetzen kann. [less ▲]

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See detailSprachenlernen durch Storying mit iTEO
Kirsch, Claudine UL

Presentation (2014, November 11)

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See detailEcho iTEO. Sprachräume
Kirsch, Claudine UL; Gretsch, Gérard UL

Report (2014)

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See detailEinleitung
Morys, Nancy UL; Kirsch, Claudine UL; Gretsch, Gérard UL

in Morys, Nancy; Kirsch, Claudine; Georges, Ingrid (Eds.) et al Lernen und Lehren in multilingualen Kontexten: Zum Umgang mit sprachlich-kultureller Vielfalt im Klassenraum (2014)

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See detailStorytelling at home and at the nursery school: A study of bilingual children’s literacy practices
Kirsch, Claudine UL

in Morys, Nancy; Kirsch, Claudine; Georges, Ingrid (Eds.) et al Lernen und Lehren in multilingualen Kontexten: Zum Umgang mit sprachlich-kultureller Vielfalt im Klassenraum (2014)

Research findings show that high standards in oracy (as well as in literacy) help raise attainment across the curriculum. This paper examines two bilingual children’s practices of storytelling both at ... [more ▼]

Research findings show that high standards in oracy (as well as in literacy) help raise attainment across the curriculum. This paper examines two bilingual children’s practices of storytelling both at nursery school and at home in Luxembourg. The findings reveal some common themes both between the families and between the home and the school settings: storytelling was regular, multimodal and associated with language development. There were also major differences; first, children collaboratively constructed stories at school, where dialogue was valued, but not at home and, second, the adults had a different understanding of multilingualism, which, in turn, impacted on the value they attributed to the children’s opportunities to use languages at school. While the teacher encouraged the bilingual children to draw on their entire linguistic repertoire, one mother would have preferred a monolingual setting. It is hoped that these contextualised findings of cultural practices help practitioners develop linguistically responsive and accountable language teaching. [less ▲]

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