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See detailTrois films du projet COVID-Kids : 1. Écoutez les enfants et les adolescents ; 2. La peur de tomber malade ;3. Expériences avec le travail scolaire à la maison
Kirsch, Claudine UL; Engel de Abreu, Pascale UL; Neumann, Sascha et al

Learning material (2021)

COVID-Kids Le projet COVID-Kids vise à explorer le bien-être des enfants et leurs expériences quotidiennes pendant la pandémie de Coronavirus entre mai et juillet 2020. Film 1 Écoutez les enfants et les ... [more ▼]

COVID-Kids Le projet COVID-Kids vise à explorer le bien-être des enfants et leurs expériences quotidiennes pendant la pandémie de Coronavirus entre mai et juillet 2020. Film 1 Écoutez les enfants et les adolescents Ce premier épisode présente le projet COVID-Kids ainsi que quelques constations clés. Il montre quatre enfants ayant vécu des expériences différentes durant la pandémie. Tandis que certains ont trouvé stressant ou ennuyeux le fait d'être à la maison, d'autres ont apprécié le temps passé en famille. L'objectif du projet COVID-Kids est d'explorer le bien-être des enfants et leurs expériences quotidiennes pendant la pandémie de Coronavirus entre mai et juillet 2020. Film 2 La peur de tomber malade Quatre enfants parlent de la peur de tomber malade. Alors que deux n'avaient pas peur, un enfant craignait qu'un membre de sa famille tombe malade et un autre s'est fait gronder par des adultes parce qu'ils pensaient qu'il s'était trop rapproché. D’autres résultats du projet sont présentés. L'objectif du projet COVID-Kids est d'explorer le bien-être des enfants et leurs expériences quotidiennes pendant la pandémie de Coronavirus entre mai et juillet 2020. Film 3 Expériences avec le travail scolaire à la maison Ce dernier film présente quelques prédicteurs du bien-être des enfants liés au travail scolaire pendant la pandémie : la quantité, la difficulté et le contenu des devoirs. Les expériences des enfants ont varié et tout le monde ne s'en est pas bien sorti. L'objectif du projet COVID-Kids est d'explorer le bien-être des enfants et leurs expériences quotidiennes pendant la pandémie de Coronavirus entre mai et juillet 2020. [less ▲]

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See detailThree movies of the project COVID-Kids: 1. Listen to children and young people; 2. The fear of getting ill; 3. Home schooling experiences
Kirsch, Claudine UL; Engel de Abreu, Pascale UL; Neumann, Sascha et al

Learning material (2021)

COVID-Kids The aim of the project COVID-Kids is to explore children’s well-being and stay-at-home experiences during the Coronavirus pandemic in May-July 2020 Episode 1 Listen to children and young people ... [more ▼]

COVID-Kids The aim of the project COVID-Kids is to explore children’s well-being and stay-at-home experiences during the Coronavirus pandemic in May-July 2020 Episode 1 Listen to children and young people This first episode introduces the project COVID-Kids and some of its findings. It features four children who had different experiences during the pandemic. While some children found it stressful or boring to be at home, others enjoyed the quality time with their family. The aim of the project COVID-Kids is to explore children’s well-being and stay-at-home experiences during the Coronavirus pandemic in May-July 2020 Episode 2 The fear of getting ill Four children speak about the fear of getting ill. While two were not afraid, one child was worried that a family member fell ill and another one experienced adults shouting at him because they believed he had come too close. Further results of the project are presented. The aim of the project COVID-Kids is to explore children’s well-being and stay-at-home experiences during the Coronavirus pandemic in May-July 2020 Episode 3 Home schooling experiences This final movie presents some predictors of children’s well-being related to home schooling: the quantity, difficulty andjavascript:$('next-but').click(); content of homework. The children’s experiences varied and not everybody coped well. The aim of the project COVID-Kids is to explore children’s well-being and stay-at-home experiences during the Coronavirus pandemic in May-July 2020 [less ▲]

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See detailFünf Filme des Projekts COVID-Kids: 1 Hört den Kindern und Jugendlichen zu; 2. Die Angst krank zu werden; 3. Erfahrungen mit der Schule zu Hause
Kirsch, Claudine UL; Engel de Abreu, Pascale UL; Neumann, Sascha et al

Learning material (2021)

COVID-Kids Das Ziel des Projekts COVID-Kids ist es, das Wohlbefinden und die täglichen Erfahrungen der Kinder während der Coronavirus-Pandemie im Mai-Juli 2020 zu erforschen. Film 1 Hört den Kindern und ... [more ▼]

COVID-Kids Das Ziel des Projekts COVID-Kids ist es, das Wohlbefinden und die täglichen Erfahrungen der Kinder während der Coronavirus-Pandemie im Mai-Juli 2020 zu erforschen. Film 1 Hört den Kindern und Jugendlichen zu Dieser erste Film stellt das Projekt COVID-Kids sowie einige Ergebnisse vor. Es zeigt vier Kinder, die unterschiedliche Erfahrungen in der Pandemie machten. Während einige Kinder die Zeit zu Hause stressig oder langweilig fanden, genossen andere die schöne Zeit mit der Familie. Das Ziel des Projekts COVID-Kids ist es, das Wohlbefinden und die täglichen Erfahrungen der Kinder während der Coronavirus-Pandemie im Mai-Juli 2020 zu erforschen. Film 2 Die Angst krank zu werden Vier Kinder sprechen über die Angst, krank zu werden. Während zwei keine Angst hatten, war ein Kind besorgt, dass ein Familienmitglied krank wird und ein anderes erlebte, wie Erwachsene meckerten, weil sie glaubten, es sei zu nahegekommen. Weitere Ergebnisse des Projekts werden vorgestellt. Das Ziel des Projekts COVID-Kids ist es, das Wohlbefinden und die täglichen Erfahrungen der Kinder während der Coronavirus-Pandemie im Mai-Juli 2020 zu erforschen. Film 3 Erfahrungen mit der Schule zu Hause In diesem letzten Film werden einige Prädiktoren für das Wohlbefinden der Kinder im Zusammenhang mit dem Unterricht zu Hause vorgestellt: die Menge, der Schwierigkeitsgrad und der Inhalt der Schulaufgaben. Die Erfahrungen der Kinder waren unterschiedlich und nicht alle kamen gut damit zurecht. Das Ziel des Projekts COVID-Kids ist es, das Wohlbefinden und die täglichen Erfahrungen der Kinder während der Coronavirus-Pandemie im Mai-Juli 2020 zu erforschen. [less ▲]

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See detailPromoting multilingualism and multiliteracies through storytelling: a case-study on the use of the app iTEO in preschools in Luxembourg
Kirsch, Claudine UL

in Lindgren, Eva; Breuer, Ester; Stavans, anat (Eds.) et al Multilingual Literacy (2021)

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See detailUnd was ist mit den Kindern? COVID-Kids: Daten der COVID-Kids I Studie aus der Schweiz
Kirsch, Claudine UL

Scientific Conference (2021, January 18)

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See detailSubjective Well-Being of Adolescents in Luxembourg, Germany, and Brazil During the COVID-19 Pandemic
Engel de Abreu, Pascale UL; Neumann, Sascha; Wealer, Cyril UL et al

in Journal of Adolescent Health (2021)

Purpose: This study explores adolescent well-being during the first wave of the COVID-19 pandemic in two high-income countries from Europe and one middle-income country from South America. The aim is to ... [more ▼]

Purpose: This study explores adolescent well-being during the first wave of the COVID-19 pandemic in two high-income countries from Europe and one middle-income country from South America. The aim is to investigate the correlates of different dimensions of subjective well- being in 10- to 16-year-olds from different cultural contexts. Methods: An online, self-report questionnaire was completed by 1,613 adolescents in Luxembourg, Germany, and Brazil between May and July 2020. The outcome variables were measures of life satisfaction and emotional well-being during the COVID-19 pandemic. The study included a range of sociodemographic, interpersonal, and intrapersonal covariates. Data were analyzed using descriptive statistics and latent variable structural equational modeling. Results: A two-factor model of subjective well-being, consisting of life satisfaction and emotional well-being latent constructs, fitted well with this sample data for Luxembourg, Germany, and Brazil. Results showed that gender, socioeconomic status, intrapersonal factors, quantity and type of schoolwork, and relationships with adults were important common predictors of individual differences in subjective well-being during COVID-19. Fear of illness emerged as the strongest correlate of emotional well-being across the three countries. Conclusions: This study indicates that girls and adolescents from low-income homes may be especially vulnerable to negative secondary impacts of COVID-19 that can affect mental health. It identified several common correlates of subjective well-being in adolescents from different cultural settings, including factors that may be changeable, such as the following: the way adults listen to adolescents, schoolwork during distant learning, and fear of illness. Findings can inform the development of quality interventions for promoting the well-being of adolescents during a global pandemic. [less ▲]

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See detailCollaboration between home and crèches: perspectives, experiences and expectations of educators in Luxembourg
Kirsch, Claudine UL; Aleksic, Gabrijela UL

Scientific Conference (2021)

Multiliteracies in early childhood education are promoted by researchers in multilingual education (García et al., 2017) and the European Commission. One way in which educators in crèches can develop ... [more ▼]

Multiliteracies in early childhood education are promoted by researchers in multilingual education (García et al., 2017) and the European Commission. One way in which educators in crèches can develop literacies in multiple languages is through collaboration with parents. Collaboration has been shown to positively influence educators, parents, and children. Educators, for instance, become aware of children’s funds of knowledge and draw on the learners’ resources and make their teaching more linguistically and culturally inclusive (Wells Rowe & Miller, 2016). While collaboration can be highly effective, the establishment of partnerships is difficult. Successful partnerships depend on several factors, among them the professionals’ beliefs, experiences, expectations, as well as space and time (Lengyel & Salem, 2016; Reynolds et al., 2017). Collaboration has been a focus of attention in Luxembourg since the introduction of multilingual education in formal and non-formal early childhood institutions. Since 2017 teachers in schools and educators in crèches are required to develop children’s skills in Luxembourgish, familiarise them with French, and value their home languages. Partnerships with parents is one pillar of this programme. A previous study has shown that educators are beginning to develop such partnerships (Kirsch 2019). The longitudinal project Collaboration with parents and Multiliteracy in early Childhood Education (COMPARE) uses a mixed-method approach to examine the multiliteracy practices as well as partnership building between parents and educators in crèches in Luxembourg. In this paper we present the perspectives of educators on partnership building and multiliteracy. The data stem from two online questionnaires completed by educators in 2020. We examine the practitioners’ perspectives on collaboration (Betz et al. 2017), modes and types of partnerships (e.g. Thiersch, 2006), types and frequency of collaborative activities in multiple languages (e.g. Hachfeld et al., 2016), and factors influencing collaboration (e.g. Reynolds et al., 2017). The data show that the declared practices are multilingual and that parents come to the crèche to do literacy activities in languages other than the main one(s) of the crèches. However, new language hierarchies are being developed. The findings demonstrate that educators and parents are actors in shaping new policies while also pointing to some arising inequalities. [less ▲]

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See detailWell-being an Experiences vu Kanner während dem Lockdown
Kirsch, Claudine UL; Engel de Abreu, Pascale UL; Neumann, Sascha

Presentation (2020, November 27)

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See detailMultilingual education in early years in Luxembourg: mind ideologies!
Kirsch, Claudine UL

Scientific Conference (2020, November 14)

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See detailProfessional development to promote innovative language teaching: examples from multilingual Luxembourg
Kirsch, Claudine UL

Scientific Conference (2020, November 13)

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

While multilingual programmes have been implemented in early childhood education in several countries in Europe, professionals may still be unsure of how to promote multilingualism and deal with language diversity. There is a need for professional development (PD) which can influence the practitioners’ attitudes, knowledge and skills, and the quality of their teaching (Egert et al., 2018; Peleman et al., 2017). This presentation begins with an outline of several theoretical models of PD and explains why integrated models that are collaborative, inquiry-based, and performance-based are the most effective in contributing to change. I will then present a PD used in Luxembourg to help early childhood practitioners develop and implement multilingual pedagogies. The model, which comprised training sessions, network meetings, and coaching, aimed to deepen the practitioners’ understanding of multilingualism and language learning, familiarize them with translanguaging (García & Reid, 2019) and enable them to implement language and literacy activities in Luxembourgish, French and children’s home languages (Kirsch et al. forthcoming). Finally, I provide insights into the professional learning of two preschool teachers. The PD, the experience of engaging in multilingual activities, and the reflection on teaching and learning, enabled the teachers to develop a positive stance to multilingual education, design productive leaning environments based on social-constructivist theories, and monitor language use to guarantee responsible translanguaging (Kirsch 2020). [less ▲]

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See detailCollaboration with parents and multiliteracy in early childhood education
Kirsch, Claudine UL; Neumann, Sascha; Aleksic, Gabrijela UL et al

Scientific Conference (2020, October 09)

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See detailMultilingual literacy practices in crèches in Luxembourg: preliminary findings from questionnaires
Kirsch, Claudine UL

Scientific Conference (2020, October 06)

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See detailMoving beyond language(s): a case study on a newcomer’s translanguaging practices
Degano, Sarah UL; Kirsch, Claudine UL

in European Journal of Applied Linguistics (2020)

Numerous scholars have investigated translanguaging in students with a migration background by examining the deployment of their linguistic repertoire. By contrast, few studies have adopted a social ... [more ▼]

Numerous scholars have investigated translanguaging in students with a migration background by examining the deployment of their linguistic repertoire. By contrast, few studies have adopted a social semiotic perspective on translanguaging. Similarly, studies on newcomers in this field are scarce. Newcomers, especially those to the trilingual education system in Luxembourg, face significant language challenges. The present paper explores the ways in which Portuguese-speaking Harry combined the resources of his semiotic repertoire in science and French lessons in Year 4, and discusses different combinations of resources. Findings based on field notes and video-recordings of classroom activities show that the eleven-year-old engaged in learning by activating his prior knowledge and deploying his semiotic repertoire in resourceful ways. He mobilised features of five languages, coordinated linguistic, paralinguistic and extralinguistic resources, and aligned his resources to those of his peers. Furthermore, he reproduced the semiotic combinations of peers as well as the translanguaging practices in class. We show that a newcomer orchestrates his semiotic resources in complex ways to communicate, make meaning and engage in learning processes. Further research into the deployment of the semiotic repertoire at school is needed. [less ▲]

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See detailThe Luxembourg COVID-Kids questionnaire
Kirsch, Claudine UL; Engel de Abreu, Pascale UL; Neumann, Sascha UL

E-print/Working paper (2020)

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See detailFlexible language use in multilingual early childhood education in Luxembourg: Reflecting on its nature and functions
Kirsch, Claudine UL; Seele, Claudia

in Panagiotopoulou, Argyro; Rosen, Lisa; Strzykala, Jenna (Eds.) Inclusion, Education, and Translanguaging: How to Promote Social Justice in (Teacher) Education? (2020)

An inclusive translanguaging pedagogy aims to promote learning and participation by drawing on the learners’ entire semiotic repertoire. The focus of this chapter are the translanguaging practices of four ... [more ▼]

An inclusive translanguaging pedagogy aims to promote learning and participation by drawing on the learners’ entire semiotic repertoire. The focus of this chapter are the translanguaging practices of four early years practitioners in Luxembourg. We analyse the deployment of their linguistic repertoire, their reasons for translanguaging, and the ways in which their practices contributed to inclusion and participation. We found that the practices comprised using linguistic resources dynamically, translating, and ‘home languaging,’ and depended on the practitioners’ pedagogical stance. We argue that multilingual practices need to be embedded in a reflexive translanguaging pedagogy in order to enhance inclusion. [less ▲]

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