References of "International Journal of Bilingual Education and Bilingualism"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailLanguage beyond flags: Teachers misunderstanding of translanguaging in preschools
Aleksic, Gabrijela UL; Garcia, Ofelia

in International Journal of Bilingual Education and Bilingualism (2022)

Based on an analysis of the video recording and transcript of one lesson chosen by preschool teachers in Luxembourg as an example of translanguaging pedagogy, this article shows the teachers’ limited ... [more ▼]

Based on an analysis of the video recording and transcript of one lesson chosen by preschool teachers in Luxembourg as an example of translanguaging pedagogy, this article shows the teachers’ limited understandings of translanguaging. As a result of a new 2017 multilingual education policy for early childhood, the first author designed a professional development project in which the teachers in this preschool participated. During a lesson, the teachers insisted that these young children had a home language associated with a national affiliation depicted by a flag, despite the children themselves telling them repeatedly that their home language practices were complex and included Luxembourgish, which was part of their identity. The teachers’ actions and discourse reveal raciolinguistic ideologies and misappropriation of the term translanguaging to simply implement what could be better described as a multilingual awareness activity. On the surface, the teachers have shifted from monolingual instruction to one that recognizes the children’s multilingualism. Yet, teachers continue to associate the notion of language with flags and political states, instead of taking up an inside-view of the bilingual speaker, the kernel of translanguaging theory. [less ▲]

Detailed reference viewed: 59 (4 UL)
Full Text
Peer Reviewed
See detailEngaging in and creatively reproducing translanguaging practices with peers: a longitudinal study with three-year-olds in Luxembourg
Kirsch, Claudine UL; Mortini, Simone

in International Journal of Bilingual Education and Bilingualism (2021)

The increasing societal and linguistic diversity in schools challenge traditional teaching approaches and call for pedagogies that cater to the growing number of multilingual pupils. Translanguaging ... [more ▼]

The increasing societal and linguistic diversity in schools challenge traditional teaching approaches and call for pedagogies that cater to the growing number of multilingual pupils. Translanguaging pedagogies can offer multilinguals a productive learning environment that helps them leverage their resources for learning. Translanguaging studies in early childhood education are still scant, especially those that involve emergent multilinguals, focus on adult–child and peer interactions, and examine children’s agency. The present paper from multilingual Luxembourg examines the engagement of two three-year-olds in adult-led and child-led activities in two early childhood education settings as well the ways in which they creatively reproduced translingual activities and strategies in peer interactions. The data of the qualitative study stem from 128 excerpts, video-recorded over the course of a year. The findings show that the children’s language use and active engagement depended on the pedagogy and the practitioners’ language-supportive strategies. In peer interactions, they creatively reproduced routine activities, thereby transforming formulaic speech, as well as the practitioners’ strategy use. The findings can guide curriculum developers and practitioners when implementing inclusive translanguaging practices in early childhood education. [less ▲]

Detailed reference viewed: 56 (2 UL)
Full Text
Peer Reviewed
See detail‘In this country my children are learning two of the most important languages in Europe’: ideologies of language as a commodity among Greek migrant families in Luxembourg
Gogonas, Nikolaos UL; Kirsch, Claudine UL

in International Journal of Bilingual Education and Bilingualism (2016)

This paper explores the language ideologies of three middle-class migrant Greek families in Luxembourg, one ‘established’ family and two ‘new’ crisis-led migrant families, all of whose children attend ... [more ▼]

This paper explores the language ideologies of three middle-class migrant Greek families in Luxembourg, one ‘established’ family and two ‘new’ crisis-led migrant families, all of whose children attend Luxembourgish state schools. While the families differ in terms of migration trajectory, their language ideologies converge. The findings of this ethnographic study show that all parents view multilingualism as an asset and relate it to culture, identity and job opportunities. The parents’ ideologies are shaped both by their desire to improve their social standing and by societal discourses on the values of languages in the job market and in the Higher Education. Luxembourg’s official trilingualism is seen as a symbol of national cohesion and it is viewed as a commodity on the job market. Thus, the development of children’s multilingualism in French, German and English is seen as a ‘commodity’ which, they hope, will enable children to compete in the new globalised, transnational and post-industrial/services market. [less ▲]

Detailed reference viewed: 196 (12 UL)
Full Text
Peer Reviewed
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 ▲]

Detailed reference viewed: 147 (8 UL)
See detailReview of G. Budach, J. Erfurt & M. Kunkel. Ecoles plurilingues - multilingual schools: Konzepte, Institutionen und Akteure
Weber, Jean-Jacques UL

in International Journal of Bilingual Education and Bilingualism (2010), 13(2), 259-262

Detailed reference viewed: 352 (2 UL)