| Reference : The Effect of Professional Development on Multilingual Education in Early Childhood i... |
| Scientific congresses, symposiums and conference proceedings : Unpublished conference | |||
| Social & behavioral sciences, psychology : Multidisciplinary, general & others | |||
| http://hdl.handle.net/10993/39605 | |||
| The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg. | |
| English | |
Kirsch, Claudine  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Aleksic, Gabrijela [] | |
| Andersen, Katja Natalie [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Mortini, Simone [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| 15-May-2019 | |
| Yes | |
| No | |
| International | |
| Multilingual Childhoods: Education, policy and practice | |
| 15-05-2019 to 16-05-2019 | |
| Inland Norway University of Applied Science | |
| Hamar | |
| Norway | |
| [en] professional development ; formal and non-formal education ; Luxembourg | |
| [en] In sum, these findings show that the PD made the practitioners reflect on their language use, which, in turn, contributed to a positive stance towards multilingualism (Egert et al., 2018; Garrity et al., 2015; Peeters, Cameron, Lazzari, et al., 2014). The partly contradictory findings – embracing translanguaging while holding on to language separation - are reminiscent of other studies showing that practitioners do not simply substitute one set of beliefs with a different one but can hold contradictory beliefs (Levin and Wadmany, 2006). Reflecting on the professional development carried out in New York, Seltzer (2018) reported that the participating teachers simultaneously evidenced ideological shifts and deficit thinking, such as defining children’s linguistic skills as baby talk. | |
| Ministry of National Education, Childhood and Youth | |
| http://hdl.handle.net/10993/39605 | |
| https://mulipec.uni.lu | |
| FnR ; FNR9989225 > Claudine Kirsch > MuLiPEC > Developing multilingual pedagogies in Early Childhood Education > 01/05/2016 > 30/04/2019 > 2015 |
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