Reference : Perspectives on multilingualism and multilingual literacies from early childhood educ...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/48772
Perspectives on multilingualism and multilingual literacies from early childhood educators in Luxembourg
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) >]
Bebić, Džoen Dominique mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Kemp, Valérie mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM) >]
Colucci, Laura mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM) >]
4-Sep-2021
Yes
No
International
Crossroads of Languagea and Cultures 6
02-09-2021 to 04-09-2021
University of Cyprus
Cyprus
[en] Multilingualism ; early years education ; multiliteracies
[en] The pedagogies of multiliteracies and translanguaging (García et al., 2017) call for multiliteracies, but early childhood educators are often ensure of how to develop practices in one, let alone multiple languages. The development of literacy skills is often reduced to the isolated training of phonological awareness or the letters of the alphabet. By contrast, storytelling is a holistic approach which contributes to the development of language and literacy skills (Sénéchal & Lefevre, 2001). It can promote multilingualism if multilingual speakers are involved (Kirsch, 2018).
This presentation reports on the perspectives on multiliteracies of educators in crèches in multilingual Luxembourg, where 63.7% of the 4-year-olds do not speak Luxembourgish at home. Multilingual education became mandatory in 2017, requesting educators to develop Luxembourgish, promote French and value home languages. The mix-method project Collaboration with parents and Multiliteracy in early Childhood Education aims to develop literacy practices in multiple languages and with multiple actors (parents, educators) through professional development in crèches. In this paper we report the findings of interviews and a survey sent to 700 educators in May 2020. The latter were asked to identify literacy practices (e.g. storytelling), language-promoting strategies, and translanguaging practices. The data are analysed with thematic analysis and descriptive statistical analysis. The findings will contribute to our understanding of current ideologies, pedagogies, and practices, and help identify issues and possible ways forward.
Researchers
http://hdl.handle.net/10993/48772
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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