Reference : Language ideologies of preschool teachers and translanguaging practices in classrooms.

	Document type :	Scientific congresses, symposiums and conference proceedings : Unpublished conference
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Multilingualism and Intercultural Studies
	To cite this reference:	http://hdl.handle.net/10993/29256

Title :	Language ideologies of preschool teachers and translanguaging practices in classrooms.
Language :	English
Author, co-author :	Kirsch, Claudine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Bes Izuel, Maria Asuncion [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	Nov-2016
Reviewed work :	Creese, Angela, and Adrian Blackledge. 2010. “Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?” The Modern Language Journal 94 (1): 103–115. Gkaintartzi, Anastasia, and Roula Tsokalidou. 2011. ‘‘She is a very good child but she doesn’t speak’’. The invisibility of children’s bilingualism and teacher ideology. Journal of Pragmatics, 43: 588–601. Kirsch, C. (forthcoming) “Translanguaging Practices during Storytelling with iTEO in Preschools”. Translation and Translanguaging in Multilingual contexts
Peer reviewed :	Yes
On invitation :	No
Audience :	International
Event name :	IALIC
Event date :	25-11-2016 to 27-11-2016
Event organizer :	Bridging across languages and cultures in everyday lives: new roles and changing scenarios
Event place (city) :	Barcelona
Event country :	Spain
Abstract :	[en] Translanguaging has been described as a natural practice amongst multilinguals although it remains uncommon in formal and informal educational institutions (Creese & Blackledge 2010). By contrast, Kirsch (forthcoming) has shown that preschool children in trilingual Luxembourg translanguaged frequently during collaborative storytelling on iTEO, an iPad app which allows for the recording and editing of oral language. The 4-year-old emergent multilinguals studied here drew on their entire semiotic repertoire in order to communicate and to make meaning. They used Luxembourgish, their family language and features of other languages picked up from their peers. In order to understand these translanguaging practices, we consider it necessary to examine the underlying pedagogies which are, in turn, influenced by the language ideologies of the teachers (Gkaintartzi & Tsokalidou 2010). The present paper examines the language ideologies of two preschool teachers in Luxembourg and relates them to the translanguaging practices in their classrooms. The data stem from the qualitative, small-scale, longitudinal study iTEO (2013 – 2017) which used a mix-method approach comprising video and audio recordings, interviews, questionnaires and the collection of documents (e.g. written stories, pictures). The data show that the teachers understand language learning as a dynamic social process and have positive attitudes to multilingualism. They embrace language and cultural diversity in their classroom, promote translanguaging, and actively collaborate with parents in order to communicate and share their language practices.
Funders :	University of Luxembourg - UL ; Ministry of Education/ Script
Name of the research project :	R-AGR-0222 > iTEO2 > 01/05/2014 - 28/02/2017 > KIRSCH Claudine
Target :	Researchers ; Professionals
Permalink :	http://hdl.handle.net/10993/29256
Mentions required by the publisher for OA :	http://ialic2016bcn.com/

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