Reference : Language practices and the accomplishment of educational realities: An ethnography of...
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Language practices and the accomplishment of educational realities: An ethnography of multilingualism in Luxembourgish early childcare settings
Seele, Claudia mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
MultiPluriTrans in Educational Ethnography: Exploring the Multimodality, Plurality and Translocality of Educational Realities
Bollig, Sabine mailto
Honig, Michael-Sebastian mailto
Neumann, Sascha
Seele, Claudia mailto
[en] language practices ; multilingualism ; early childhood education and care ; ethnography ; Luxembourg
[en] This paper aims at providing a substantive as well as methodological contribution to the question of how education is conceptualised in ethnographic research. On the basis of a study about the dealings with multilingualism in Luxembourgish early childcare settings, it will be argued that ‘education’ itself can be viewed as a specific form of language practice. Especially in the multilingual context of Luxembourg, the practical accomplishment of educational realities relies to a large part on language-mediated processes of differentially addressing and positioning social actors in the day care setting. Regarding language as a social practice, the focus of the paper is thus on the actual doing of language and its contribution to the practical accomplishment of an institutional order. Here, educational and sociolinguistic concerns get combined by drawing on the methodological approaches of an Ethnography of Multilingualism and an Ethnography of Early Childhood Education and Care. Taken together, these approaches will help to reveal how social realities in educational settings are constituted through language practices. By analysing data material from three Luxembourgish day-care centres that were investigated during a three-year ethnographic research project, this article will explore how the educational practice in the observed settings is realised in a tension between monolingual agendas on the one hand and everyday translanguaging practices on the other hand. Within this tension some specific language practices have developed, which generate a distinct form of multilingualism that is constitutive for the educational field under study.

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