Flexible language use in multilingual early childhood education in Luxembourg: Reflecting on its nature and functions
Kirsch, Claudine; Seele, Claudia
2020 • In Panagiotopoulou, Argyro; Rosen, Lisa; Strzykala, Jenna (Eds.) Inclusion, Education, and Translanguaging: How to Promote Social Justice in (Teacher) Education?
translanguaging; early years; inclusion; preschool; crèche
Abstract :
[en] An inclusive translanguaging pedagogy aims to promote learning and participation
by drawing on the learners’ entire semiotic repertoire. The focus of
this chapter are the translanguaging practices of four early years practitioners
in Luxembourg. We analyse the deployment of their linguistic repertoire,
their reasons for translanguaging, and the ways in which their practices contributed
to inclusion and participation. We found that the practices comprised
using linguistic resources dynamically, translating, and ‘home languaging,’
and depended on the practitioners’ pedagogical stance. We argue that multilingual
practices need to be embedded in a reflexive translanguaging pedagogy in
order to enhance inclusion.
Disciplines :
Education & instruction
Author, co-author :
Kirsch, Claudine ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Seele, Claudia
External co-authors :
yes
Language :
English
Title :
Flexible language use in multilingual early childhood education in Luxembourg: Reflecting on its nature and functions
Publication date :
18 August 2020
Main work title :
Inclusion, Education, and Translanguaging: How to Promote Social Justice in (Teacher) Education?
Author, co-author :
Panagiotopoulou, Argyro
Rosen, Lisa
Strzykala, Jenna
Publisher :
Springer International
Peer reviewed :
Peer reviewed
Focus Area :
Educational Sciences
FnR Project :
FNR9989225 - Developing Multilingual Pedagogies In Early Childhood Education, 2015 (01/05/2016-30/04/2019) - Claudine Kirsch