References of "Kirsch, Claudine 50002094"
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See detailCovid-Kids II. Survey for children aged 6 to 16 about their experiences during the Covid-19 pandemic
Kirsch, Claudine UL; Peluso, Eugenio; Andreoli, Francesco et al

Learning material (2021)

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See detailMultilingual children - today & tomorrow
Kirsch, Claudine UL

Speeches/Talks (2021)

What does it mean to be bilingual? Does one need to be competent in two or more languages? Are bilinguals more prone to speech disorders and less likely to have Alzheimer? Do parents and teachers need to ... [more ▼]

What does it mean to be bilingual? Does one need to be competent in two or more languages? Are bilinguals more prone to speech disorders and less likely to have Alzheimer? Do parents and teachers need to strictly separate languages for children to learn? What are multilingual/ translanguaging pedagogies and to what extent can they promote multilingualism at school? Join us to find out and discuss! [less ▲]

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See detailPractitioners’ language-supporting strategies in multilingual ECE institutions in Luxembourg
Kirsch, Claudine UL

in European Early Childhood Education Research Journal (2021), 29(3),

Multilingual education is mandatory in early childhood education in several European countries. Scholars working in first, second, and foreign language learning have shown the effectiveness of interaction ... [more ▼]

Multilingual education is mandatory in early childhood education in several European countries. Scholars working in first, second, and foreign language learning have shown the effectiveness of interaction-promoting and language-modelling strategies for language development. In addition, teachers in bilingual contexts have been translanguaging to foster language learning. To this day, few research studies have examined these strategies in combination and their deployment in multilingual contexts. The present study takes place in multilingual Luxembourg where 64% of the four-year-olds do not speak Luxembourgish. It focuses on three practitioners who took part in a professional development course on multilingual pedagogies and presents their language-supporting strategies as well as their translanguaging practices. The findings show that the practitioners use a range of strategies in Luxembourgish, French and home languages, in daily conversations, routines and language and literacy activities to address children’s linguistic needs. [less ▲]

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See detailPractices and experiences of distant education during the COVID-19 pandemic: The perspectives of six- to sixteen-year-olds from three high-income countries
Kirsch, Claudine UL; Engel de Abreu, Pascale UL; Neumann, Sascha et al

in International Journal of Educational Research Open (2021), 2(2), 11

The paper explores children’s perspectives of distance education, their learning experiences and school satisfac- tion in Luxembourg, Germany and Switzerland during the first wave of the COVID-19 pandemic ... [more ▼]

The paper explores children’s perspectives of distance education, their learning experiences and school satisfac- tion in Luxembourg, Germany and Switzerland during the first wave of the COVID-19 pandemic. The data stem from an online questionnaire completed by 1773 primary and secondary school children aged 6–16. While the paper uses quantitative and qualitative data, it aligns with the qualitative research tradition and predominantly uses an inductive approach. The findings show that teachers offered varied types of distance education and that parents supported children. The children’s contact time with teachers and their time spent on schoolwork var- ied within and between countries. Their school satisfaction dropped in the three countries. The paper calls for training and development on distant education. [less ▲]

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See detailMultilingual education in early years in Luxembourg: a paradigm shift?
Kirsch, Claudine UL; Aleksic, Gabrijela UL

in International Journal of Multilingualism (2021)

This paper is based in Luxembourg where a multilingual programme has been implemented in early childhood education in 2017. The research project examines the language use in daily communication and ... [more ▼]

This paper is based in Luxembourg where a multilingual programme has been implemented in early childhood education in 2017. The research project examines the language use in daily communication and literacy activities of educators and parents in day care centres, as reported by educators in two online-questionnaires. The findings show that the educators and parents use multiple languages when communicating, singing and reading with children in the centres. In addition to French and Luxembourgish which dominate, they use five other languages. Their reported multilingual practice reflects their beliefs that speaking and reading in several languages promotes language learning. However, while the programme is multilingual, a range of home languages are marginalised. The educators produce a language hierarchy in the centres which the parents reproduce. While collaboration with parents can be effective in bringing home languages into day care centres, educators need to be aware of language hierarchies and ideologies. [less ▲]

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See detailTable Ronde «Zesumme mat de Kanner duerch Corono-Zaiten»
Kirsch, Claudine UL; Engel de Abreu, Pascale UL

Scientific Conference (2021, March 30)

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See detailDie Pädagogik des Translanguaging: Möglichkeiten und Herausforderungen. Keynote.
Kirsch, Claudine UL

Scientific Conference (2021, March 20)

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See detailDie Pädagogik des Translanguaging: Möglichkeiten und Herausforderungen
Kirsch, Claudine UL

Scientific Conference (2021, March 20)

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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 aus der Schweitz
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 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)

Detailed reference viewed: 64 (0 UL)