| Reference : Teachers’ translanguaging stance, design, and shifts in a professional development course |
| Scientific congresses, symposiums and conference proceedings : Unpublished conference | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| Educational Sciences | |||
| http://hdl.handle.net/10993/40885 | |||
| Teachers’ translanguaging stance, design, and shifts in a professional development course | |
| English | |
Aleksic, Gabrijela  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >] | |
| Bebic, Dzoen Dominique [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >] | |
| 28-Oct-2019 | |
| Yes | |
| International | |
| International Conference on Multilingual Awareness and Multilingual Practices | |
| from 28-10-2019 to 29-10-2019 | |
| Belgium | |
| [en] translanguaging ; professional development ; teachers | |
| [en] Classrooms in Luxembourg are highly socially, culturally, and linguistically diverse. About 65% of 4 year-old children do not speak Luxembourgish, of which 28% speak Portuguese (MENJE, 2018). In 2017, the new law has declared multilingual early education mandatory. Until that time, the focus was solely on the development of Luxemburgish, whereas now teachers should also familiarize children with French and value their home languages. To support preschool teachers, our project aims to: (1) offer a professional development (PD) course in translanguaging, (2) involve children’s families to reinforce home-school collaboration, and (3) foster children’s cognitive, linguistic, and socio-emotional engagement in the classroom. We use focus groups, questionnaires, and language portraits with teachers and a test in early literacy and numeracy in school and home language and video observations with children.
Translanguaging, the main topic of our 22 hour PD course (June – December 2019), is the use of a full linguistic repertoire to make meaning (Otheguy, García, & Reid, 2015). Through focus groups, we identified teachers’ negative translanguaging stance towards children’s proficiency in their home language that hinders the development of Luxembourgish. Translanguaging design was related to teachers’ use of multilingual stories and morning greetings, while translanguaging shifts concerned frequent translations by involving older children. Our main goal is to address the negative translanguaging stance by offering practical activities during the course and collaborating with parents, children, and organisational stakeholders. References Ministry of National Education, Childhood and Youth [MENJE]. (2018). Key numbers of the national education: statistics and indicators – School year 2016-2017. Retrieved from http://www.men.public.lu/fr/actualites/publications/themes-transversaux/statistiques-analyses/chiffres-cles/index.html Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistic Review, 6(3), 281–307. | |
| Fonds National de la Recherche - FnR | |
| Researchers ; Professionals ; Students | |
| http://hdl.handle.net/10993/40885 | |
| FnR ; FNR12637907 > Gabrijela Aleksic > TRANSLA > Translanguaging Programme for Teachers Working with Language Minority Preschool Children in Luxembourg > 01/02/2019 > 31/01/2021 > 2018 |
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