Translanguaging; multilingualism; Luxembourg; early childhood; creative reproduction
Abstract :
[en] The increasing societal and linguistic diversity in schools challenge traditional teaching approaches and call for pedagogies that cater to the growing number of multilingual pupils. Translanguaging pedagogies can offer multilinguals a productive learning environment that helps them leverage their resources for learning. Translanguaging studies in early childhood education are still scant, especially those that involve emergent multilinguals, focus on adult–child and peer interactions, and examine children’s agency. The present paper from multilingual Luxembourg examines the engagement of two three-year-olds in adult-led and child-led activities in two early childhood education settings as well the ways in which they creatively reproduced translingual activities and strategies in peer interactions. The data of the qualitative study stem from 128 excerpts, video-recorded over the course of a year. The findings show that the children’s language use and active engagement depended on the pedagogy and the practitioners’ language-supportive strategies. In peer interactions, they creatively reproduced routine activities, thereby transforming formulaic speech, as well as the practitioners’ strategy use. The findings can guide curriculum developers and practitioners when implementing inclusive translanguaging practices in early childhood education.
Disciplines :
Education & instruction
Author, co-author :
Kirsch, Claudine ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM)
Mortini, Simone
External co-authors :
no
Language :
English
Title :
Engaging in and creatively reproducing translanguaging practices with peers: a longitudinal study with three-year-olds in Luxembourg
Publication date :
17 November 2021
Journal title :
International Journal of Bilingual Education and Bilingualism
ISSN :
1367-0050
eISSN :
1747-7522
Publisher :
Taylor & Francis, United Kingdom
Special issue title :
Translanguaging as Pedagogy of Hope to Counteract Monoglossic Bias
Volume :
8
Pages :
943-959
Peer reviewed :
Peer Reviewed verified by ORBi
Focus Area :
Educational Sciences
FnR Project :
FNR9989225 - Developing Multilingual Pedagogies In Early Childhood Education, 2015 (01/05/2016-30/04/2019) - Claudine Kirsch
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