ORBilu: Detailled Reference

Article (Scientific journals)

Multilingual education in early years in Luxembourg: a paradigm shift?

KIRSCH, Claudine; ALEKSIC, Gabrijela

2021 • In International Journal of Multilingualism, 18 (4), p. 534-550

Peer reviewed

Permalink
https://hdl.handle.net/10993/46708

DOI
10.1080/14790718.2021.1905643

Files (1)Send to Details Statistics Bibliography Similar publications

Files

Full Text

Multilingual education in early years in Luxembourg a paradigm shift(1).pdf

Publisher postprint (1.99 MB)

All documents in ORBilu are protected by a user license.

Send to

RIS BibTex APA Chicago Permalink X Linkedin

Details

Keywords :

multilingualism; Luxembourg; early childhood education; non-formal education; literacy; parent-school collaboration

Abstract :

[en] This paper is based in Luxembourg where a multilingual programme has been implemented in early childhood education in 2017. The research project examines the language use in daily communication and literacy activities of educators and parents in day care centres, as reported by educators in two online-questionnaires. The findings show that the educators and parents use multiple languages when communicating, singing and reading with children in the centres. In addition to French and Luxembourgish which dominate, they use five other languages. Their reported multilingual practice reflects their beliefs that speaking and reading in several languages promotes language learning. However, while the programme is multilingual, a range of home languages are marginalised. The educators produce a language hierarchy in the centres which the parents reproduce. While collaboration with parents can be effective in bringing home languages into day care centres, educators need to be aware of language hierarchies and ideologies.

Disciplines :

Languages & linguistics

Author, co-author :

KIRSCH, Claudine ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM)

ALEKSIC, Gabrijela ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS)

External co-authors :

no

Language :

English

Title :

Multilingual education in early years in Luxembourg: a paradigm shift?

Publication date :

19 April 2021

Journal title :

International Journal of Multilingualism

ISSN :

1479-0718

Publisher :

Routledge, United Kingdom

Special issue title :

Socially just plurilingual education in Europe: Shifting subjectivities through research and action

Volume :

18

Issue :

4

Pages :

534-550

Peer reviewed :

Peer reviewed

Focus Area :

Educational Sciences

FnR Project :

FNR13552634 - Collaboration With Parents And Multiliteracy In Early Childhood Education, 2019 (15/06/2020-14/06/2023) - Claudine Kirsch

Funders :

FNR - Fonds National de la Recherche [LU]
MENJE
SNJ

Available on ORBilu :

since 01 April 2021

Statistics

Number of views

190 (13 by Unilu)

Number of downloads

179 (11 by Unilu)

More statistics

Scopus citations^®

14

Scopus citations^®
without self-citations

10

OpenCitations

7

WoS citations^™

13

Bibliography

Andúgar, A., & Cortina-Peréz, B. (2018). EFL teachers’ reflections on their teaching practice in Spanish preschools: A focus on motivation. In M. Schwartz (Ed.), Preschool bilingual education: Agency in interactions between children, teachers, and parents (pp. 218–245). Springer.
Başöz, T., & Çubukçu, F. (2014). Pre-service EFL teacher's attitudes towards computer assisted language learning (CALL). Procedia–Social and Behavioral Sciences, 116 (C), 531–535. https://doi.org/10.1016/j.sbspro.2014.01.253
Bergroth, M., & Palviainen, Å. (2016). The early childhood education and care partnership for bilingualism in minority language schooling: Collaboration between bilingual families and pedagogical practitioners. International Journal of Bilingual Education and Bilingualism, 19 (6), 649–667. https://doi.org/10.1080/13670050.2016.1184614
Betz, T., Bischoff, S., Eunicke, N., Kayser, L. B., & Zink, K. (2017). Partner auf Augenhöhe? Forschungsbefunde zur Zusammenarbeit von Familien, Kitas und Schulen mit Blick auf Bildungschancen. Bertelsmann.
Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37 (4), 408–426. https://doi.org/10.1598/RRQ.37.4.4
Cairney, T. H. (1997). Acknowledging diversity in home literacy practices: Moving towards partnership with parents. Early Child Development and Care, 127 (1), 61–73. https://doi.org/10.1080/0300443971270106
Ellis, E., Gogolin, I., & Clyne, M. (2010). The janus face of monolingualism: A comparison of German and Australian language education policies. Current Issues in Language Planning, 11 (4), 439–460. https://doi.org/10.1080/14664208.2010.550544
European Commission. (2011). Language learning at pre-primary school level: Making it efficient and sustainable: A policy handbook. Commission Staff Working Paper, 928 final, European Strategic Framework for Education and Training.
Farver, J. A., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and Latino head start children's emergent literacy skills. Developmental Psychology, 49 (4), 775–791. https://doi.org/10.1037/a0028766
García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23 (1), 17–35. https://doi.org/10.1080/13670050.2019.1598932
Hamman, L. (2018). Translanguaging and positioning in two-way dual language classrooms: A case for criticality. Language and Education, 32 (1), 21–42. https://doi.org/10.1080/09500782.2017.1384006
Honig, M.-S., & Bock, T. (2017). Luxembourg–ECEC workforce profile. In P. Oberhuemer & I. Schreyer (Eds.), Workforce profiles in systems of early childhood education and care in Europe. www.seepro.eu/English/Country_Reports.htm
Kirsch, C. (2019). Zusammenarbeit mit den Eltern: Beispiele aus Luxemburg. In SNJ (Ed.), Études et Conférences: Le partenariat avec les familles dans l’éducation plurilingue de la petite enfance. Klassenraum (pp. 28–41). Luxembourg: SNJ.
Kirsch, C., & Aleksić, G. (2018). The effect of professional development on multilingual education in early childhood in Luxembourg. Review of European Studies, 10 (4), 148–163. https://doi.org/10.5539/res.v10n4p148
Kirsch, C., Aleksić, G., Mortini, S., & Andersen, K. N. (2020). Developing multilingual practices in early childhood education through a professional development in Luxembourg. International Multilingual Research Journal, https://doi.org/10.1080/19313152.2020.1730023
Kirsch, C., & Seele, C. (2020). Early language education in Luxembourg. In M. Schwartz (Ed.), International Handbook of Early Language education. Springer. https://link.springer.com/referenceworkentry/10.1007/978-3-030-47073-9_28-1
Kratzmann, J., Jahreiß, S., Frank, M., Ertanir, B., & Sachse, S. (2017). Einstellungen pädagogischer Fachkräfte in Kindertageseinrichtungen zur Mehrsprachigkeit. Zeitschrift für Erziehungswissenschaft, 20 (2), 237–258. https://doi.org/10.1007/s11618-017-0741-7
Kultti, A. (2013). Singing as language learning activity in multilingual toddler groups in preschool. Early Child Development and Care, 183 (12), 1955–1969. https://doi.org/10.1080/03004430.2013.765868
Lengyel, D., & Salem, T. (2016). Zusammenarbeit von Kita und Elternhaus: Interkulturelle Perspektiven. In B. Kräcke & P. Noack (Eds.), Handbuch entwicklungs- und erziehungspsychologie (pp. 1–19). Springer.
Li, L., & Walsh, S. (2011). ‘Seeing is believing’: Looking at EFL teachers’ beliefs through classroom interaction. Classroom Discourse, 2 (1), 39–57. https://doi.org/10.1080/19463014.2011.562657
MENJE (Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse). (2020). Education system in Luxembourg: Key figures School year 2019- 2020 https://men.public.lu/fr/publications/statistiques-etudes/themes-transversaux/19-20-enseignement-chiffres.html
MENJE & SNJ (Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse & Service National de la Jeunesse, Luxembourg). (2018). Cadre de référence national sur l’éducation non formelle des enfants et des jeunes. MENJE & SNJ.
Neumann, S. (2015). Lost in translanguaging? Practices of language promotion in Luxembourgish early childhood education. Global Education Review, 2 (1), 23–39.
NICHD Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41 (2), 428–442. https://doi.org/10.1037/0012-1649.41.2.428
Palviainen, Å, & Curdt-Christiansen, X. L. (2020). Language education policies and early childhood education. In M. Schwartz (Ed.), Handbook of Early Language education (pp. 1–27). Springer.
Poolman, B. G., Leseman, P. P. M., Doornenbal, J. M., & Minnaert, A. E. M. G. (2017). Development of the language proficiency of five- to seven-year-olds in rural areas. Early Child Development and Care, 187 (3–4), 756–777. https://doi.org/10.1080/03004430.2016.1203787
Portolés, L., & Martí, O. (2020). Teachers’ beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2018.1515206
Reiff, P., & Neumayer, J. (2019). Le luxembourgeois reste à langue la plus utilisée à domicile. In STATEC (Ed.), Regards 9(05). https://statistiques.public.lu/catalogue-publications/regards/2019/PDF-09-2019.pdf
Reynolds, A. J., Hayakawa, M., Ou, S.-R., Mondi, C. F., Englund, M. M., Candee, A. J., & Smerillo, N. E. (2017). Scaling and sustaining effective early childhood programs through school-family-University collaboration. Child Development, 88 (5), 1453–1465. https://doi.org/10.1111/cdev.12901
Salem, T., Braband, J., & Lengyel, D. (2020). Parental cooperation in early childhood education in Germany–bridging language barriers in multilingual settings. In C. Kirsch & J. Duarte (Eds.), Multilingual approaches to teaching and learning (pp. 168–185). Routledge.
Seele, C. (2016). ‘Doing Education’ between monolingual norms and multilingual realities: An ethnography of multilingualism in early childhood education and care. Gloucestershire, UK: E&E publishing.
Simoes Lourêiro, K., & Neumann, S. (2020). Young children as actors of institutional language policies and practices in day care centres. European Journal of Applied Linguistics, 8 (2), 157–180. https://doi.org/10.1515/eujal-2020-0008
STATEC (Institut national de la statistique et des études économiques du Grand-Duché de Luxembourg). (2020). Population structure. STATEC.
Taylor, L., Bernhard, J., Garg, S., & Cummins, J. (2008). Affirming plural belonging: Building on students’ family-based cultural and linguistic capital through multiliteracies pedagogy. Journal of Early Childhood Literacy, 8 (3), 269–294. https://doi.org/10.1177/1468798408096481
Torr, J. (2019). Infants’ experiences of shared reading with their educators in early childhood education and care centres: An observational study. Early Childhood Education Journal, 47 (5), 519–529. https://doi.org/10.1007/s10643-019-00948-2
Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 39–57. https://doi.org/10.1016/j.ecresq.2016.04.003
Weber, J.-J. (2014). Flexible multilingual education: Putting children’s needs first. Multilingual Matters.

Similar publications