Reference : Multilingual education in early years in Luxembourg: a paradigm shift?
Scientific journals : Article
Arts & humanities : Languages & linguistics
Educational Sciences
http://hdl.handle.net/10993/46708
Multilingual education in early years in Luxembourg: a paradigm shift?
English
Kirsch, Claudine mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM) >]
Aleksic, Gabrijela mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
19-Apr-2021
International Journal of Multilingualism
Routledge
Socially just plurilingual education in Europe: Shifting subjectivities through research and action
Yes
International
1479-0718
United Kingdom
[en] multilingualism ; Luxembourg ; early childhood education ; non-formal education ; literacy ; parent-school collaboration
[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.
Fonds National de la Recherche - FnR ; MENJE ; SNJ
Researchers
http://hdl.handle.net/10993/46708
10.1080/14790718.2021.1905643
FnR ; FNR13552634 > Claudine Kirsch > COMPARE > Collaboration With Parents And Multiliteracy In Early Childhood Education > 01/05/2020 > 30/04/2023 > 2019

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