References of "Kirsch, Claudine 50002094"
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See detailLAP in School Profile 6: Multilingualism in Luxembourg Classrooms
Kirsch, Claudine UL

in Chumak-Horbatsch (Ed.) Using linguistically appropriate practice. A guide for Teaching in Multilingual Classrooms (2019)

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See detailTeachers’, parents’ and children’s perspectives of teaching and learning Greek in a complementary school in Luxembourg
Kirsch, Claudine UL

in Panagiotopoulou, Julie; Rosen, Lisa; Kirsch, Claudine (Eds.) et al 'New' Migration of Families from Greece to Europe and Canada (2019)

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See detailNew Migration of Families from Greece to Europe and Canada – Experiences and Interpretations of Family Members within the Context of Different Migration Societies and Educational Systems
Panagiotopoulou, Argyro; Rosen, Lisa; Kirsch, Claudine UL et al

Book published by Springer - Reihe Inklusion Bildung Migration (2019)

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See detailIntroduction
Panagiotopoulou, Julie; Rosen, Lisa; Kirsch, Claudine UL et al

in Panagiotopoulou, Julie; Rosen, Lisa; Kirsch, Claudine (Eds.) et al 'New' Migration of Families from Greece to Europe and Canada A 'New' Challenge for Education? (2019)

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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 detailPersonal-Fragebogen zum Sprachenprofil der Einrichtung
Kirsch, Claudine UL

Learning material (2019)

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See detailZusammenarbeit mit den Eltern: Beispiele aus Luxemburg
Kirsch, Claudine UL

in SNJ (Ed.) Die Bildungspartnerschaft mit den Familien in der frühen mehrsprachigen Bildung Le partenariat avec les familles dans l’éducation plurilingue de la petite enfance (2019)

Elternarbeit, Elterngespräche, Elternabende, Elternbildung, Elternbeteiligung und Erziehungspartnerschaft sind einige von vielen Begriffen, die im Zusammenhang mit der Zusammenarbeit zwischen Eltern und ... [more ▼]

Elternarbeit, Elterngespräche, Elternabende, Elternbildung, Elternbeteiligung und Erziehungspartnerschaft sind einige von vielen Begriffen, die im Zusammenhang mit der Zusammenarbeit zwischen Eltern und Fachkräften genannt werden. In diesem Kapitel greife ich auf zwei Studien in Luxemburg zurück und stelle die Sichtweisen einiger Eltern und Fachkräfte bezüglich der Zusammenarbeit vor. Diese situiere ich im Hinblick auf meine persönlichen Erfahrungen mit Erzieher/-innen in England, die ich in Kapitel 2 präsentiere, und auf internationale Studien, die in Teil 3 vorgestellt werden. Abschließend zeige ich anhand konkreter Beispiele aus unserem Projekt MuLiPEC, wie die Zusammenarbeit von Eltern und Erzieher/-innen gestaltet werden kann. [less ▲]

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See detailPreschool teachers’ language-supporting strategies in multilingual education in Luxembourg
Kirsch, Claudine UL

Scientific Conference (2019, May 16)

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See detailThe Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg.
Kirsch, Claudine UL; Aleksic, Gabrijela; Andersen, Katja Natalie 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 ▲]

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See detailThe Influence of Professional Development on Early Years Teachers’ and Educators’ Attitudes and Practices in Luxembourg
Kirsch, Claudine UL

Scientific Conference (2019, April 09)

The present case-study based in multilingual Luxembourg reports on the influence of professional development on two preschool teachers’ attitudes towards multilingual education and their emerging ... [more ▼]

The present case-study based in multilingual Luxembourg reports on the influence of professional development on two preschool teachers’ attitudes towards multilingual education and their emerging multilingual practices. The need for multilingual pedagogies has been recognized and several countries in Europe have implemented multilingual programs in early childhood (García, Lin, & May, 2017; Panagiotopoulou, 2016). Nevertheless, practices often remain monolingual and focus on the development of the majority language (Kratzmann et al., 2017). In Luxembourg, new laws were voted in 2017 that require preschool teachers to develop the three-to-five -year-olds’ skills in Luxembourgish, familiarize them with French, and value home languages. Before 2017, the language policy focused on Luxembourgish. Nevertheless, some teachers had implemented multilingual practices to address the diverse language needs of the children (Kirsch, 2017). In 2015/16, 63,5 % of the four-year-olds did not speak Luxembourgish as a home language (MENJE, 2017). To develop inclusive multilingual practices, researchers at the University of Luxembourg developed a professional development program (thereafter PD) based on the pedagogy of translanguaging (García et al., 2017). The latter is supportive of social justice, places the learners at the centre and gives them some agency over their language use. The 30-hour program was collaborative and inquiry-based and included coaching. The practitioners were invited to implement activities based on books and rhymes in several languages and video-record these activities. The professionals reflected on their practices in the meetings. The research project drew on both qualitative and quantitative research methods. The data collection drew on a questionnaire completed before, during and after the PD; six interviews; six observations of the course and 15 video-recorded classroom activities; four coaching reports and emails after the coaching. The methods of data analysis include paired samples t-test, correlational analysis and content analysis (Braun & Clark, 2006). The findings show a positive effect of PD on the teachers’ knowledge about language learning and their attitudes towards multilingual education. At the beginning of the course, both teachers were influenced by the monolingual language policy in place, parental expectation, and the belief that children learn less Luxembourgish if they encountered other languages. The initial sceptics changed once the teachers began to implement activities in French and home languages, and realized the children’s motivation,engagement and continued progress in Luxembourgish. Both incorporated rituals and regular activities that drew on multiple languages. Both repeatedly acknowledged the impact of the PD, stating that the instruction, the reflection on their activities and the feedback helped them develop different perspectives on their own teaching. The findings of this study confirm that long-term, collaborative and inquiry-based professional development can be transformative (Gaikhorst et al., 2017; Kennedy, 2005; Prenger et al., 2017). They also contribute to the dearth of literature on PD on multilingual education in early years (Egert, 2015). [less ▲]

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

Article for general public (2018)

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See detailAuf dem Weg zur mehrsprachigen Bildung in der frühen Kindheit
Kirsch, Claudine UL

in Universität Luxembourg (Ed.) Bildungsbericht.Bildungsverläufe und Bildungserfolge (2018)

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See detailThe influence of a professional development on teachers’ and carers’ multilingual practices in early childhood education in Luxembourg
Kirsch, Claudine UL; Aleksic, Gabrijela UL; Andersen, Katja Natalie UL

Scientific Conference (2018, November 08)

The need for multilingual pedagogies has been recognized and several multilingual programmes have been implemented in early childhood in Europe. In Luxembourg, where this study is based, laws were voted ... [more ▼]

The need for multilingual pedagogies has been recognized and several multilingual programmes have been implemented in early childhood in Europe. In Luxembourg, where this study is based, laws were voted in 2017 that require early years practitioners to develop Luxembourgish, familiarize children with French, and value home languages. To develop inclusive multilingual practices, the authors of this presentation developed a 30-hour professional development programme (thereafter PD) which was long-term, collaborative, inquiry-based, performance-oriented, and included coaching. The participants carried out and video-record activities based on books and rhymes in several languages, reflected on these, and received feedback. This case-study examines the influence of the PD on the understanding of language learning and practices of two teachers and five carers working in schools and crèches. The data stem from a questionnaire completed three times; twelve interviews; six observations of the training; 30 video-recorded activities; ten coaching reports, and emails. The methods of data analysis comprise paired samples t-test, correlational analysis, content analysis and triangulation. The findings show a positive effect of the PD on understanding of language learning and practices. The teachers and some carers developed a better understanding of social constructivist learning theories which influenced their practices that began to focus on interactions between adults and children, and amongst children. The other carers understood the relevance of dialogue and carried out activities in several languages but their overall practice did not change. The findings confirm that collaborative, inquiry-based PD can be transformative (Gaikhorst et al., 2017; Prenger et al., 2017) and change perspectives and practices to some extent (Buschmann & Sachse, 2018). In addition, they add to the dearth of literature on PD on multilingual education in early years (Egert, 2015). Buschmann, A., & Sachse, S. (2018). Heidelberg interaction training for language promotion in early childhood settings. European Journal of Education, 53(1), 66-78. Egert, F. (2015). Meta-analysis on the impact of in-service professional development programs for preschool teachers on quality ratings and child outcomes. Gaikhorst, L., Beishuizen, J. J. J., Zijlstra, B. J. H., & Volman, M. L. L. (2017) The sustainability of a teacher professional development programme for beginning urban teachers, Cambridge Journal of Education, 47(1), 135-154. Prenger, R., Poortman, C. L., & Handelzalts, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, 68(1), 77-90. [less ▲]

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See detailThe effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg
Kirsch, Claudine UL; Aleksic, Gabrijela UL

in Review of European Studies (2018), 10(4), 148-163

While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home ... [more ▼]

While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questionnaire administered prior to and after the course as well as interviews, we examined the influence of the training on attitudes to multilingual education and activities to develop Luxembourgish and home languages. The analysis drew on content analysis, paired samples t-test and correlational analysis. The findings show that the course positively influenced the professionals’ knowledge about multilingualism and language learning, their attitudes towards home languages, their interest in organising activities in the children’s home languages and the implementation of these activities. The results shed light on special interest areas such as the quality of input that future professional development courses could focus on. [less ▲]

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See detailDynamic interplay of language policy, beliefs and pedagogy in a nursery class in Luxembourg
Kirsch, Claudine UL

in Language and Education (2018), 32(5), 444-461

This presentation focuses on the relationship between the language policy, language ideologies and language practices in a nursery class in trilingual Luxembourg. Individual multilingualism is an ... [more ▼]

This presentation focuses on the relationship between the language policy, language ideologies and language practices in a nursery class in trilingual Luxembourg. Individual multilingualism is an educational goal in Luxembourg, a small country in central Europe, and, thus, children learn Luxembourgish from the compulsory nursery school, become literate in German in Year 1 and learn oral and written French from Year 2 and Year 3, respectively. Currently, 62.4% of the children do not speak Luxembourgish on school entry (MENJE 2016). Many speak Portuguese, French or a language of the Balkans. As a result, educational policies focus on the teaching of Luxembourgish from preschool, sometimes at the expense of other languages. Gretsch and Kirsch (2015) developed the app iTEO in order to promote innovative teaching methods that capitalize on the children’s diverse language resources and that promote a dynamic view of bilingualism. This ipad app, which allows for the recording and editing of oral speech, was designed with social-constructivist theories and Bakhtin’s theory of dialogism in mind. This case-study presents the ways in which a preschool teacher’s ideological beliefs influence a child’s language use over a period of two years leading to the child’s understanding of the legitimacy of translanguaging. The focus lies on the interplay between the educational policy focusing on the teaching of Luxembourgish, the teacher’s language ideologies rooted in her multilingual identity and in societal multilingualism, and the child’s experiences of separating languages at home (Kirsch, 2014). The data stem from a qualitative, longitudinal study using a multi-method approach. The study shows that dialogue between teachers, parents, children, policy-makers and researchers can contribute to shifting ideologies and to opening up dynamic languaging spaces. [less ▲]

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See detailDeveloping speaking and pronunciation skills through storytelling on the app iTEO
Kirsch, Claudine UL

in Hood, Philip (Ed.) Teaching Languages Creatively (2018)

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See detailMehrsprachige Bildung in der frühen Kindheit - Rahmenbedingungen und professionelle Praktiken
Kirsch, Claudine UL

in University of Luxembourg; SCRIPT (Eds.) Bildungsbericht.Bildungsverläufe und Bildungserfolge (2018)

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