Reference : A professional development course in translanguaging: Teachers’ beliefs and attitudes
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
A professional development course in translanguaging: Teachers’ beliefs and attitudes
Aleksic, Gabrijela mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
AILA World Congress in Applied Linguistics
15-08-2021 to 21-08-2021
University of Groningen
The Netherlands
[en] professional development ; translanguaging ; preschool teachers
[en] In multilingual Luxembourg there are almost 65% of 4 year-old children who do not speak Luxembourgish, of which 28% speak Portuguese (MENJE, 2018). The new law declared multilingual early education mandatory in 2017 with the focus on developing Luxembourgish, familiarizing children with French and valuing their home languages. Thus, our project aimed to: (1) offer a professional development (PD) course in translanguaging pedagogy for preschool teachers, (2) involve children's families to strengthen home-school collaboration, and (3) foster children's cognitive, linguistic, and socio-emotional engagement in the classroom. We employed mixed methods. With teachers we used focus groups, questionnaires, and language portraits, with parents, questionnaires and interviews, and, with children test in early literacy and numeracy in school and home language as well as video observations. The main topic of our 18-hour course (June – December 2019) was translanguaging pedagogy divided into 7 sessions with the focus on multilingual ecology, home-school collaboration, multilingual brain, and multilingual oracy and literacy. We worked with 4 groups of 38 preschool teachers, of which two groups represented two entire schools. The focus of the current presentation are the results from teacher questionnaires and focus groups, delivered before and after the professional development course. The analysis of teacher questionnaires showed that there was a significant increase in positive attitudes towards children's home languages and multilingualism in general and a significant decrease in focus on Luxembourgish only, after the course. In addition, the results from the focus groups indicated that most of the teachers realized that the inclusion of children's home languages and cultures are important for their linguistic and socio-emotional development. However, the monolingual stance towards Luxembourgish for most of the teachers remained quite firm.

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
Researchers ; Professionals ; Students
FnR ; FNR12637907 > Gabrijela Aleksic > TRANSLA > Translanguaging Programme For Teachers Working With Language Minority Preschool Children In Luxembourg > 01/02/2019 > 31/07/2021 > 2018

There is no file associated with this reference.

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.