Reference : Professional development to promote innovative language teaching: examples from multi...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
Professional development to promote innovative language teaching: examples from multilingual Luxembourg
Kirsch, Claudine mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM) >]
TedELL; Teachers and teacher educators: Education and professional development for early language learning
12-11-2020 to 14-11-2020
University of Lisbon
[en] professional development ; multilingualism ; early years
[en] While multilingual programmes have been implemented in early childhood education in several countries in Europe, professionals may still be unsure of how to promote multilingualism and deal with language diversity. There is a need for professional development (PD) which can influence the practitioners’ attitudes, knowledge and skills, and the quality of their teaching (Egert et al., 2018; Peleman et al., 2017). This presentation begins with an outline of several theoretical models of PD and explains why integrated models that are collaborative, inquiry-based, and performance-based are the most effective in contributing to change. I will then present a PD used in Luxembourg to help early childhood practitioners develop and implement multilingual pedagogies. The model, which comprised training sessions, network meetings, and coaching, aimed to deepen the practitioners’ understanding of multilingualism and language learning, familiarize them with translanguaging (García & Reid, 2019) and enable them to implement language and literacy activities in Luxembourgish, French and children’s home languages (Kirsch et al. forthcoming). Finally, I provide insights into the professional learning of two preschool teachers. The PD, the experience of engaging in multilingual activities, and the reflection on teaching and learning, enabled the teachers to develop a positive stance to multilingual education, design productive leaning environments based on social-constructivist theories, and monitor language use to guarantee responsible translanguaging (Kirsch 2020).
Fonds National de la Recherche - FnR
Researchers ; Professionals
FnR ; FNR9989225 > Claudine Kirsch > MuLiPEC > Developing multilingual pedagogies in Early Childhood Education > 01/05/2016 > 30/04/2019 > 2015

File(s) associated to this reference

Fulltext file(s):

Open access
final conference_121120_online.pdfPublisher postprint7.83 MBView/Open

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.