Reference : Engaging in and creatively reproducing translanguaging practices with peers: a longit...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/49215
Engaging in and creatively reproducing translanguaging practices with peers: a longitudinal study with three-year-olds in Luxembourg
English
Kirsch, Claudine mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM) >]
Mortini, Simone mailto []
17-Nov-2021
International Journal of Bilingual Education and Bilingualism
Taylor & Francis
Translanguaging as Pedagogy of Hope to Counteract Monoglossic Bias
Yes (verified by ORBilu)
International
1367-0050
United Kingdom
[en] Translanguaging ; multilingualism ; Luxembourg ; early childhood ; creative reproduction
[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.
Fonds National de la Recherche - FnR ; MENJE
Mulipec
Researchers
http://hdl.handle.net/10993/49215
10.1080/13670050.2021.1999387
10.1080/13670050.2021.1999387
FnR ; FNR9989225 > Claudine Kirsch > MuLiPEC > Developing Multilingual Pedagogies In Early Childhood Education > 01/05/2016 > 30/04/2019 > 2015

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