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See detailAnsätze zur Integration von Naturwissenschaften in den Sprachunterrichtund von Sprachunterricht in den Naturwissenschaften
Kirsch, Claudine UL; Hilgers, Jana Maria UL

Presentation (2014, January 22)

Dieser Workshop verfolgt zwei Ziele. Zuerst beschäftigen wir uns mit der Intergration von Sprachunterricht in die Naturwissenschaften. Anhand von konkreten Beispielen werden Sie sehen und selbst erfahren ... [more ▼]

Dieser Workshop verfolgt zwei Ziele. Zuerst beschäftigen wir uns mit der Intergration von Sprachunterricht in die Naturwissenschaften. Anhand von konkreten Beispielen werden Sie sehen und selbst erfahren, wie Bilder, die App iTEO, Animationen, szenische Darstellung und andere mündliche und schriftliche Methoden benutzt werden können, um das Überlegen, Antizipieren, Probieren, Testen, Erklären und Erzählen der Kinder im Sachunterricht zu unterstützen. Danach werden wir anhand eines konkreten Beispieles und auf Grund Ihrer Erfahrungen diskutieren, inwiefern man Französisch (und andere Sprachen) in den Sachkundeunterricht einflieβen lassen kann. [less ▲]

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See detailForschungsbasierte Lehre im BScE
Kirsch, Claudine UL; Gretsch, Gérard UL

Presentation (2014, January 10)

Pour les écoles. Avec les écoles. Dans les écoles. La conférence abordera le concept de « l’enseignant-chercheur » du Bachelor en Sciences de l’Education (BScE) et donnera un aperçu de quelques projets ... [more ▼]

Pour les écoles. Avec les écoles. Dans les écoles. La conférence abordera le concept de « l’enseignant-chercheur » du Bachelor en Sciences de l’Education (BScE) et donnera un aperçu de quelques projets réalisés dans le cadre des ateliers d’apprentissage (Lehr-Lernwerkstätten) en illustrant la perspective de différents participants (étudiants, parents, enseignants de l’école fondamentale et du BScE). Conférence multilingue en luxembourgeois, allemand et français. Une traduction simultanée en français sera offerte. [less ▲]

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See detailiTEO, a learning and teaching tool that valorises and promotes language diverity
Kirsch, Claudine UL

Scientific Conference (2013, July 08)

Luxembourg’s multilingualism and multiculturalism are reflected both in its trilingual education system and its diverse school population. However, despite the official policy of trilingualism, language ... [more ▼]

Luxembourg’s multilingualism and multiculturalism are reflected both in its trilingual education system and its diverse school population. However, despite the official policy of trilingualism, language learning programmes tend to be underpinned by a monoglossic view that sees languages as autonomous skills that need to be developed separately. Statistics have repeatedly shown that ethnic minority children, 48% of the school population, underachieve. In response, the ministry of Education has developed approaches to further the development of multiple languages. However, these are neither sufficiently specific nor systematic. Our project addresses the need for the development of appropriate didactics and of innovative strategies to cope with the diversity and heterogeneity in Luxembourg’s schools. We believe in working with rather than against the diversity of the school population and base our understanding of language learning on sociocultural theories. We investigate how young children of ethnic minority background learn Luxembourgish, German and French through collaborative storytelling on the iPAD App iTEO and how teachers support their learning with this new technology. The App iTEO is a learning-and-teaching tool that records and edits language. It structures the learning process, mediates language learning and promotes metalinguistic awareness. Findings of the pilot study have shown that the tool facilitates children’s collaborative, exploratory and open-ended language learning and allows children to draw on their diverse language repertoires and to deploy a range of strategies. [less ▲]

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See detailEntwicklung der Argumentationsfähigkeit von Geschwistern bei sukzessiver Zweisprachigkeit. Eine Fallstudie.
Kirsch, Claudine UL

Scientific Conference (2013, June 28)

Die Argumentationsfähigkeit ist ein integraler Teil täglicher Gespräche. Trotzdem wurde sie wenig bei kleinen Kindern untersucht. Die wenigen Studien haben gezeigt, dass drei bis sechsjährige Kinder viele ... [more ▼]

Die Argumentationsfähigkeit ist ein integraler Teil täglicher Gespräche. Trotzdem wurde sie wenig bei kleinen Kindern untersucht. Die wenigen Studien haben gezeigt, dass drei bis sechsjährige Kinder viele verschiedene Strategien benutzen, wie zum Beispiel fragen, behaupten, bitten, begründen, protestieren oder bedrohen (Bartsch, Wright & Estes, 2010; Trawick-Smith, 1992; Weiss & Sachs, 1991). Die Anzahl und der Typ der Strategien ändern mit der kindlichen Entwicklung (Bartsch, Wright und Estes 2010, Kline & Clinton 1998, Nippold 1994). Momentan gibt es wenig Studien mit jungen zweisprachigen Kindern. Diese Studie untersucht die Argumentationsfähigkeit von zweisprachigen Brüdern im Alter von 3 und 5 Jahren über einen Zeitraum eines Jahres. Zu Beginn der Studie sprachen die Kinder Englisch, verstanden aber Luxemburgisch. Durch den Umzug nach Luxemburg wurden sie bald mehrsprachig. Die Datenerhebung bestand aus Videoaufzeichnungen und Beobachtungen. Der Schwerpunkt der Analyse lag auf den benutzten argumentativen Strategien, den Sprachen und den Veränderungen. Die Ergebnisse zeigen, dass der Dreijährige weniger Strategien benutzte und hauptsächlich auf Behauptungen, Bitten und Protestieren zurückgriff. Der Fünfjährige benutzte mehr und mehr verschiedene Strategien aufgrund seiner verbesserten sprachlichen und intellektuellen Fähigkeiten und seines erhöhten sozialen Bewusstseins. Zweisprachige Strategien wurden von beiden Kindern selten benutzt. Die Anzahl der non-verbalen Strategien fiel und die Länge und Komplexität der Äußerungen in beiden Sprachen erhöhte sich. [less ▲]

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See detailiTEO – ein Tool zur Valorisierung der Mehrsprachigkeit
Kirsch, Claudine UL; Gretsch, Gérard UL

Scientific Conference (2013, June 28)

iTEO ist eine iPad App, die es ermöglicht, Sprache aufzunehmen und Texte (Wörter, Sätze) zu editieren. Wir setzten iTEO in verschiedenen Grundschulklassen in Luxemburg ein, um zu untersuchen, wie Kinder ... [more ▼]

iTEO ist eine iPad App, die es ermöglicht, Sprache aufzunehmen und Texte (Wörter, Sätze) zu editieren. Wir setzten iTEO in verschiedenen Grundschulklassen in Luxemburg ein, um zu untersuchen, wie Kinder und Lehrpersonen das Tool zur Sprachförderung im Unterricht einsetzen. Die Ergebnisse unserer Studien zeigen, dass Kinder, die gemeinsam mit Kameraden Geschichten erzählten, ihre Sprache entwickelten (z.B. Wortschatz, Grammatik, diskursive Kompetenzen), sich metalinguistisches Wissen aneigneten und Lernstrategien erwarben. [less ▲]

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See detailKinder lernen Sprachen durch das Erzählen von Geschichten
Kirsch, Claudine UL

Presentation (2013, May 02)

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See detailDevelopment of persuasive speech in emergent bilingual siblings
Kirsch, Claudine UL

Scientific Conference (2013, March 07)

Strategies of persuasion are an integral element in everyday conversation, yet they have been little researched in young children. The few existing studies have shown that three to six year olds use a ... [more ▼]

Strategies of persuasion are an integral element in everyday conversation, yet they have been little researched in young children. The few existing studies have shown that three to six year olds use a wide variety of strategies such as requesting, challenging, reasoning, commanding, protesting, explaining, affirming, and promising or threatening (Bartsch, Wright & Estes, 2010; Trawick-Smith, 1992; Weiss & Sachs, 1991). Among the few developmental changes that have been reported are an increase in the number and range of strategies, in the use of listener-adapted strategies, and in the number of positive strategies (Bartsch, Wright and Estes 2010, Kline & Clinton 1998, Nippold 1994). There is currently no research on persuasive strategies in young bilingual children. The present study investigates early persuasive language practices of two bilingual boys aged three and five. At the start of the study the brothers, then aged two and four, spoke English and understood Luxembourgish. Following a move to trilingual Luxembourg they learned to speak Luxembourgish and became active bilinguals. Data collection comprised weekly audio and video-recordings over a period of 10 months. The analysis focused on the children’s strategies in various languages and settings, on changes over time and on the reasons behind the changes. The findings show that the three-year old used few persuasive strategies, principally requesting, affirming and protesting. The five-year old used a greater number and a wider range of persuasive strategies. For example, he employed some higher-order strategies such as explaining and questioning, which testify to his more developed language skills, social awareness and reasoning ability. Over the period of the data collection the number of non-verbal strategies in both children decreased and the length and the complexity of their utterances in both English and Luxembourgish (and even in French) increased. [less ▲]

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See detailLearning languages through collaborative storytelling with iTEO
Kirsch, Claudine UL; Gretsch, Gérard UL

Scientific Conference (2013, March 07)

Native Luxembourgish children learn German and French in order to access the country’s trilingual curriculum. Ethnic minority children must in addition learn Luxembourgish. Each language will be taught ... [more ▼]

Native Luxembourgish children learn German and French in order to access the country’s trilingual curriculum. Ethnic minority children must in addition learn Luxembourgish. Each language will be taught differently. This complex setting has inhibited research on the learning of multiple languages. Further, there is little consensus on effective language pedagogies in Luxembourg. Storying is a leading activity in language learning (Paley 1991, Dyson 1997). Children’s learning is mediated by tools and other people. Storying is also a valuable tool for the ‘interanimation of languages’ (Bakhtin 1981) in Luxembourg’s school and societal context. In spite of this, there has been little research on storying in Luxembourgish classrooms (Gretsch 1994). Our research project examines how children learn languages through storying with the application iTEO which records and edits oral texts. Pupils can discuss contents and processes in one language and tell stories in another. In particular, we look at the strategies children use to mediate language learning during the collaborative construction of stories. The study has been carried out with nursery and primary school children aged 5, 7 and 10 who tell stories in several languages. The four month long data collection comprised video-recordings of the storytelling events, interviews with children and teachers, and the oral texts themselves. The data analysis focused on the search for recurring themes such as learning strategies, teaching strategies, the children’s oral participation and their skills in communication and collaboration. The findings illustrate, firstly, that the children learned new phrases through performing stories with classmates and that they used a range of mediating strategies to assist each other (e.g. use of mime, gestures and pictures, code-switching, writing.) Second, we found that the use of iTEO encouraged the development of metalinguistic awareness in the older children. [less ▲]

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See detailSprachenlernen durch Geschichtenerzählen in der Schreibwerkstatt und mit iTEO
Kirsch, Claudine UL

Presentation (2013, January 23)

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 Arbeit mit den Kindern in der Schreibwerkstatt und mit der iPad App iTEO (traitement de texte oral) basierten und basieren auf soziokonstruktivistischen Prinzipien. Die Ergebnisse unserer Studien zeigen, dass Kinder, die gemeinsam mit Kameraden Geschichten erzählten, ihre Sprache entwickelten (z.B. Wortschatz, Grammatik, diskursive Kompetenzen), sich metalinguistisches Wissen aneigneten und Lernstrategien erwarben. Das Ziel dieses Workshops ist es, die Konzepte 'Storying' und Schreibwerkstatt vorzustellen, das Programm iTEO auszuprobieren und mündliche und schriftliche Textproduktionen von Kindern zu analysieren. [less ▲]

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See detailEntwicklung der Zweitsprache und der Argumentationsfähigkeit
Kirsch, Claudine UL

Presentation (2013, January 11)

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See detailLa formation initiale des enseignants au Grand-Duché de Luxembourg.
Kirsch, Claudine UL; Jovanovic, Victor UL

in Puzzle. Actes de l'Université d'été du CIFEN. La formation initiale des enseignants en question. Une comparaison internationale. (2013), 1(32), 7-12

Cet article présente les formations initiales des enseignants de l’école fondamentale et de l’enseignement secondaire au Grand-Duché de Luxembourg.

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See detailUsing storytelling to teach vocabulary in language lessons – does it work? (print)
Kirsch, Claudine UL

in Language Learning Journal (2012), 44(1), 33-51

It has long been claimed that stories are a powerful tool for language learning. Storytelling is often used as a discrete pedagogical approach in primary modern foreign language (MFL) lessons in England ... [more ▼]

It has long been claimed that stories are a powerful tool for language learning. Storytelling is often used as a discrete pedagogical approach in primary modern foreign language (MFL) lessons in England. There has, however, been little investigation into how storytelling might impact on vocabulary learning in the primary classroom. This article focuses on how a London primary teacher used stories in German lessons in a Year 6 class (ages 10–11), and analyses the words and sentences the case-study children remembered over a brief period of time. Data were collected over two terms through observations, interviews and posttests. The findings illustrate the wide range of teaching strategies that allowed for explicit and incidental learning and encouraged meaningful language use. They also show that children recalled a considerable number of words and sentences. [less ▲]

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See detailDeveloping language through the App iTEO
Kirsch, Claudine UL

Scientific Conference (2012, September 10)

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See detailLuxemburgisch lernen durch Geschichtenerzählen. Ein Fallbeispiel einer luxemburgischen Vorschule.
Kirsch, Claudine UL

in Forum für Politik, Gesellschaft und Kultur in Luxemburg (2012), 324(December), 46-48

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See detailDeveloping children’s language learner strategies at primary school.
Kirsch, Claudine UL

in Education 3-13. Special Issue: What can primary languages offer the curriculum? (2012), 40(4), 379-399

This article discusses the strategy repertoires and strategy development of six English children who learned foreign languages at primary school. My study differs from mainstream research, in that it ... [more ▼]

This article discusses the strategy repertoires and strategy development of six English children who learned foreign languages at primary school. My study differs from mainstream research, in that it focuses on young children and on the development of their strategies, draws on sociocultural theory and uses ethnographic methods. My findings show that the six children developed a range of strategies over the course of a calendar year in spite of receiving no direct strategy instruction. The primary classroom encouraged learner autonomy and stimulated children to reflect on their learning which, in turn, enabled them to refine their strategies. [less ▲]

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See detailIdeologies, struggles and contradictions: an account of mothers raising their children bilingually in Luxembourgish and English in Britain
Kirsch, Claudine UL

in International Journal of Bilingual Education and Bilingualism (2012), 15(1), 95-112

Researchers have studied family language planning within bilingual family contexts but there is a dearth of studies that examine language planning of multilingual parents who raise their children in one ... [more ▼]

Researchers have studied family language planning within bilingual family contexts but there is a dearth of studies that examine language planning of multilingual parents who raise their children in one of the world’s lesser spoken languages. In this study I explore the ideologies and language planning of Luxembourgish mothers who are raising their children bilingually in Luxembourgish and English in Great Britain, where there is no Luxembourgish community to support them and where a monolingual discourse prevails. All mothers strongly identified with Luxembourgish, aimed at developing active bilingualism and recognised their role in ensuring exposure to Luxembourgish. However, five mothers choose a one-person-two-languages model which limits exposure to Luxembourgish. The article illustrates the extent to which the mothers’ management of their own and of the children’s language use is mediated by their ideologies, experiences of multilingualism and their interactions in a large monolingual setting. [less ▲]

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See detailStruggling to raise children bilingually in Luxembourgish and English: an exploration of the language ideologies and parental practices of Luxembourgish mothers.
Kirsch, Claudine UL

in Arend, Béatrice; Weber, Jean-Jacques (Eds.) Penser l'education de demain. (2011)

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See detailDifferent countries, different pedagogies: Student teacher exchanges for primary language learning.
Kirsch, Claudine UL

in Kenner, Charmian; Hickey, Tina M. (Eds.) Multilingual Europe: Diversity and Learning. (2008)

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See detailTeaching Foreign Languages in the Primary School: Principles and Practice.
Kirsch, Claudine UL

Book published by Continuum (2008)

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See detailDeveloping intercultural competence
Kirsch, Claudine UL

in Link (2008), 38

Cet article présente les formations initiales des enseignants de l’école fondamentale et de l’enseignement secondaire au Grand-Duché de Luxembourg. Afin de pouvoir comprendre les spécificités du Bachelor ... [more ▼]

Cet article présente les formations initiales des enseignants de l’école fondamentale et de l’enseignement secondaire au Grand-Duché de Luxembourg. Afin de pouvoir comprendre les spécificités du Bachelor en Sciences de l’Éducation (BScE) et de la Formation Pédagogique des Enseignants du Secondaire (FOPED) on doit tout d’abord connaître le contexte dans lequel les formations se situent et c’est vers ce dernier où nous nous tournons brièvement [less ▲]

Detailed reference viewed: 198 (4 UL)