References of "Kirsch, Claudine 50002094"
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See detailNational Strategies on Language in the European Context Kirsch, Claudine
Kirsch, Claudine UL

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

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See detailYoung children learning new languages out of school.
Kirsch, Claudine UL

in International Journal of Multilingualism (2006), 3(4), 258-279

Luxembourg is a trilingual country where residents communicate in Luxembourgish, French and German concurrently. Children therefore study these languages at primary school. In this paper I explore how six ... [more ▼]

Luxembourg is a trilingual country where residents communicate in Luxembourgish, French and German concurrently. Children therefore study these languages at primary school. In this paper I explore how six eight-year-old Luxembourgish children use and learn German, French and English in formal and informal settings over a period of one year. Their eagerness to learn and use German and English contrasted with their cautious and formal approach to the learning of French. My findings demonstrate that second language learning in a multilingual country is not an ‘automatic’ or ‘natural’ process but, rather, children’s language behaviour depends on their personal goals, interests, competence, confidence and understanding of what counts as appropriate language use. These factors are influenced by the formal approach to language learning at school. [less ▲]

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See detailChildren’s Strategies When Learning Additional Languages. A Comparative Study of Bilingual and Monolingual Children.
Kirsch, Claudine UL

in Goldsmiths Journal of Education (2001), 3(2), 2-19

This is a qualitative study which attempts first, to investigate the various activities in which children have been and were engaging as they set about learning additional languages and, second, to ... [more ▼]

This is a qualitative study which attempts first, to investigate the various activities in which children have been and were engaging as they set about learning additional languages and, second, to examine the strategies the children suggested to improve their proficiency in those languages. I thereby compared the methods used by Bangladeshi and Anglo Londoners. The findings showed that children who had been in contact with various languages over a longer period of time used a higher number of strategies, combined them in a variety of ways and engaged in more productive activities such as engaging in conversation with native speakers. Further, they viewed language learning as essential and had precise ideas about language processing. The last part of the study investigated to what extent cognitive development, experience, personal characteristics, attitudes, motivation, cultural and language background of the family, educational setting and wider socio-cultural context informed pupils’ strategies. Building on the findings, the paper ends with some suggestions for practitioners. [less ▲]

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See detailEarly Language Education in Luxembourg
Kirsch, Claudine UL; Seele, Claudia

in Schwartz, Mila; Prošić-Santovac, Danijela (Eds.) International Handbook of early childhood education (n.d.)

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