Reference : Becoming agents of change: how early-years practitioners in Luxembourg transformed a ...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
Becoming agents of change: how early-years practitioners in Luxembourg transformed a monolingual environment into a multilingual one
Kirsch, Claudine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Biesta, Gert, Mark Priestley, and Sarah Robinson. 2015. “The role of beliefs in teacher agency”. Teachers and Teaching 21(6). 624–640. doi:10.1080/13540602.2015.1044325.
García, Ofelia. 2017. “Translanguaging in Schools- Subiendo y Bajando, Bajando y Subiendo as Afterword.” Journal of Language, Identity & Education 16 (4): 256-–263
Johnson, David Cassels. 2013. Language Policy. Palgrave Macmillan
Kirsch, C. (forthcoming) Dynamic interplay of language policies, beliefs and pedagogy in a preschool in Luxembourg. Language and education.
Palviainen, Åsa and Karita Mård-Miettinen. 2015. “Creating a bilingual pre-school classroom: the multilayered discourses of a bilingual teacher.” Language and Education 29 (5): 381–399. doi: 10.1080/09500782.2015.1009092.
Priestley Marc, Gert J.J. Biesta and Sarah Robinson. 2013. “Teachers as agents of change: teacher agency and emerging models of curriculum”. In Reinventing the curriculum: new trends in curriculum policy and practice, edited by Priestley Marc and Gert J.J. Biesta, 187–206. London: Bloomsbury Academic.
Ricento, Thomas, and Nancy H Hornberger .1996. “Unpeeling the onion: language planning and policy and the ELT professional.” TESOL Quarterly 30 (3): 401– 428.
Young, Andrea. S. and Lathisha Mary. 2016. “Autoriser l’emploi des langues des enfants pour faciliter l’entrée dans la langue de scolarisation. Vers un accueil inclusif et des apprentissages porteurs de sens.” La nouvelle revue de l'adaptation et de la scolarisation.
ECERA Annual conference ‘Early Childhood Education, Families and Communities
28-08-2018 to 31-08-2018
[en] multilingual education ; early childhood
[en] This case-study examines the personal and professional experiences of two early-years practitioners in a preschool in Luxembourg, the ways in which professional development made them reflect on their beliefs and practices, and, finally, the emerging multilingual practices.
New laws about language education were passed in 2017 to take account of the diverse population (Kirsch forthcoming). The new policies move away from a previous focus on Luxembourgish towards multilingual education. Educators must develop skills in Luxembourgish, familiarise children with French and value their home languages.
Such governmental policies are not transmitted directly into practices because policy-makers, educators and children engage in the process of policy-making, thereby interpreting them in the light of their beliefs, experiences, practices, and the context (Johnson 2013, Ricento and Hornberger 1996). Examples in the literature testify to the teachers’ agency (Palviainen and Mard-Miettinen 2015, Young and Mary 2016). Agency is not a personal characteristic but something people do. It is shaped by past experiences, future orientations, and current practices (Biesta et al. 2015, Priestley et al. 2013).
The study draws on qualitative and quantitative methods (observations, video-recordings, interviews, a questionnaire).
It abides to the ethical principles of the University of Luxembourg.
The findings show that the practitioners were agents of change: they transformed the monolingual-oriented practices into multilingual ones. The professional development helped them understand perspectives of dynamic multilingualism (García 2017) and use languages strategically (Palviainen and Mard-Miettinen 2015).
Fonds National de la Recherche - FnR
FnR ; FNR9989225 > Claudine Kirsch > MuLiPEC > Developing multilingual pedagogies in Early Childhood Education > 01/05/2016 > 30/04/2019 > 2015

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