Luxembourg; multilingualism; early childhood education; parent-educator collaboration; literacy
Résumé :
[en] There is a consensus that home languages are the foundation on which to develop additional languages and that collaboration between homes and institutions of early childhood education and care (ECEC) can contribute to the development of children’s language and literacy skills. Nevertheless, educators seem rarely to draw on multiple languages in literacy activities. Furthermore, situations where educators and parents jointly read to children are scarce. Luxembourg, which has implemented a programme of multilingual education in ECEC, is an ideal context to investigate literacy practices and language use of educators and parents. Drawing on observations in two multilingual centres in Luxembourg as well as interviews, the present study examines the interactions between the educators and the three-year-old children and those between the educators, parents, and children when the parents occasionally read books in the centres. The findings show that the educators in both centres used several languages and that the types of interactions differed. When the parents offered literacy activities, their use of languages and the roles they played also differed, varying from being fully involved to taking a marginal role. The findings can help educators and policymakers develop inclusive and participatory literacy practices which actively involve children and parents.
Disciplines :
Langues & linguistique
Auteur, co-auteur :
KIRSCH, Claudine ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM)
Bergeron-Morin, Lisandre
Co-auteurs externes :
yes
Langue du document :
Anglais
Titre :
Educators, parents and children engaging in literacy activities in multiple languages: an exploratory study
Date de publication/diffusion :
01 avril 2023
Titre du périodique :
International Journal of Multilingualism
ISSN :
1479-0718
Maison d'édition :
Routledge, Royaume-Uni
Titre particulier du numéro :
Language policies and practices in early childhood education: perspectives across European migration societies
Volume/Tome :
20
Fascicule/Saison :
4
Pagination :
1386-1403
Peer reviewed :
Peer reviewed
Focus Area :
Educational Sciences
Projet FnR :
FNR13552634 - Collaboration With Parents And Multiliteracy In Early Childhood Education, 2019 (15/06/2020-14/06/2023) - Claudine Kirsch
Organisme subsidiant :
FNR - Fonds National de la Recherche Ministry of National Education, Childhood and Youth
Aghallaj, R., Van Der Wildt, A., Vandenbroeck, M., & Agirdag, O. (2020). Exploring the partnership between language minority parents and professionals in early childhood education and care. A systematic review. In C. Kirsch & J. Duarte (Eds.), Multilingual approaches for teaching and learning. From acknowledging to capitalising on multilingualism in European mainstream education (pp. 151–167). Routledge: Abingdon.
Allegrezza, S. (2017). Indice socio-économique par commune. Bulletin, 2, 1–35. https://statistiques.public.lu/dam-assets/catalogue-publications/bulletin-Statec/2017/bulletin-2-17.pdf
Armand, F., Gosselin-Lavoie, C., Turgeon, E., Audet, G., Borri-Anadon, C., Charette, J., Magnan, M.-O., & Larivée, S. (2021). Favoriser le développement de l’oral et l’entrée dans l’écrit chez les enfants à l’éducation préscolaire en milieu pluriethnique et plurilingue au moyen de la lecture partagée et d’approches plurilingues. https://frq.gouv.qc.ca/app/uploads/2021/10/francpoise.armad_prescolaire-pluriethnique_rapport.pdf
Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent involvement in preschool: Predictors and the relation of involvement to preliteracy development. School Psychology Review, 37 (1), 74–90. https://doi.org/10.1080/02796015.2008.12087910
Betz, T., Bischoff, S., Eunicke, N., Kayser, L. B., & Zink, K. (2017). Partner auf augenhöhe?: Forschungsbefunde zur zusammenarbeit von familien, kitas und schulen mit blick auf bildungschancen. Verlag Bertelsmann Stiftung.
Bialystok, E. (2018). Bilingual education for young children: Review of the effects and consequences. International Journal of Bilingual Education and Bilingualism, 21 (6), 666–679. https://doi.org/10.1080/13670050.2016.1203859
Bradley, R. H., McKelvey, L. M., & Whiteside-Mansell, L. (2011). Does the quality of stimulation and support in the home environment moderate the effect of early education programs? Child Development, 82 (6), 2110–2122. https://doi.org/10.1111/j.1467-8624.2011.01659.x
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Buysse, V., Peisner-Feinberg, E., Páez, M., Hammer, C. S., & Knowles, M. (2014). Effects of early education programs and practices on the development and learning of dual language learners: A review of the literature. Early Childhood Research Quarterly, 29 (4), 765–785. https://doi.org/10.1016/j.ecresq.2013.08.004
Chapman de Sousa, E. B. (2019). Five tips for engaging multilingual children in conversation. Young Children, 74 (2), 24–31. https://coe.hawaii.edu/elem/research/five-tips-to-engage-multilingual-children-in-conversation/
Denzin, N. K. (1989). Interpretive interactionism. Sage.
Dueñas, F. K. (2015). Negotiating ideological and implementational spaces for indigenous languages in Peru. Working Papers in Educational Linguistics, 30 (1), 21–41. https://repository.upenn.edu/wpel/vol30/iss1/2
Farver, J. A. M., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and latino head start children's emergent literacy skills. Developmental Psychology, 49 (4), 775–791. https://doi.org/10.1037/a0028766
García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23 (1), 17–35. https://doi.org/10.1080/13670050.2019.1598932
Garcia-Alvarado, S., Arreguin, M. G., & Ruiz-Escalante, J. A. (2022). Mexican-American preschoolers as co-creators of zones of proximal development during retellings of culturally relevant stories: A participatory study. Journal of Early Childhood Literacy, 22 (2), 232–253. https://doi.org/10.1177/1468798420930339
Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66 (4), 399–410. https://doi.org/10.1080/00131911.2013.781576
Hamman, L. (2018). Translanguaging and positioning in two-way dual language classrooms. A case for criticality. Language and Education, 32 (1), 21–42. https://doi.org/10.1080/09500782.2017.1384006
Hayakawa, M., Englund, M. M., Warner-Richter, M. N., & Reynolds, A. J. (2013). The longitudinal process of early parent involvement on student achievement: A path analysis. NHSA Dialog, 16 (1), 103–126.
Hemmerechts, K., Agirdag, O., & Kavadias, D. (2017). The relationship between parental literacy involvement, socio-economic status and Reading literacy. Educational Review, 69 (1), 85–101. https://doi.org/10.1080/00131911.2016.1164667
Herzog-Punzenberger, B., Le Pichon, E. M. M., & Siarova, H. (2017). Multilingual education in the light of diversity: Lessons learned. Publications Office of the European Union.
Højen, A., Hoff, E., Bleses, D., & Dale, P. S. (2021). The relation of home literacy environments to language and preliteracy skills in single-and dual-language children in danish childcare. Early Childhood Research Quarterly, 55, 312–325. https://doi.org/10.1016/j.ecresq.2020.12.007
Hornberger, N. H. (2005). Opening and filling up implementational and ideological spaces in heritage language education. The Modern Language Journal, 89 (4), 605–609. http://doi.org/10.1111/j.1540-4781.2005.00331.x
Kambel, E.-R. (2019). Using bilingual materials to improve migrant students’ parental involvement: synthesis report. https://avior.risbo.org/wp-content/uploads/2019/10/Synthesis-Report-Avior-Case-Studies-Parental-Involvement-Final_def2.pdf
Kirsch, C. (2021). Bildungspartnerschaften und literacy: Erste ergebnisse aus dem projekt COMPARE. In SNJ (Ed.), Zusammenarbeit mit eltern und literacy im mehrsprachigen kontext (pp. 8–18). SNJ.
Kirsch, C., & Aleksić, G. (2021). Multilingual education in early years in Luxembourg: A paradigm shift? The International Journal of Multilingualism, 18 (4), 534–550. https://doi.org/10.1080/14790718.2021.1905643
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lengyel, D., & Salem, T. (2019). Zusammenarbeit von Kita und Elternhaus: Interkulturelle Perspektiven. In B. Kracke & P. Noack (Eds.), Handbuch Entwicklungs– und Erziehungspsychologie (pp. 83–100). Springer.
Liu, C., Georgiou, G. K., & Manolitsis, G. (2018). Modeling the relationships of parents’ expectations, family’s SES, and home literacy environment with emergent literacy skills and word Reading in Chinese. Early Childhood Research Quarterly, 43 (2), 1–10. https://doi.org/10.1016/j.ecresq.2017.11.001
MENJE & SNJ (Ministère de l'Éducation nationale, de l'Enfance et de la Jeunesse & Service National de la Jeunesse, Luxembourg). (2021). Cadre de référence national sur l'éducation non formelle des enfants et des jeunes. MENJE & SNJ.
MENJE. (2022). L'enseignement au Luxembourg en chiffres. Année scolaire 2021/ 2022. https://men.public.lu/fr/publications/statistiques-etudes/themes-transversaux/20-21-enseignement-chiffres.html
Michel, M. C., & Kuiken, F. (2014). Language at preschool in Europe: Early years professionals in the spotlight. European Journal of Applied Linguistics, 2 (1), 1–26. https://doi.org/10.1515/eujal-2014-0005
Ramirez, R., Huang, B. H., Palomin, A., & McCarty, L. (2021). Teachers and language outcomes of young bilinguals: A scoping review. Language, Speech, and Hearing Services in Schools, 52 (2), 755–768. https://doi.org/10.1044/2020_LSHSS-20-00066
Reynolds, A. J., Hayakawa, M., Ou, S. R., Mondi, C. F., Englund, M. M., Candee, A. J., & Smerillo, N. E. (2017). Scaling and sustaining effective early childhood programs through school–family–university collaboration. Child Development, 88 (5), 1453–1465. https://doi.org/10.1111/cdev.12901
Seedhouse, P. (2005). Conversation Analysis and language learning. Language Teaching, 38, 165–187.
Sheridan, S. M., Knoche, L. L., Kupzyk, K. A., Edwards, C. P., & Marvin, C. A. (2011). A randomized trial examining the effects of parent engagement on early language and literacy: The getting ready intervention. Journal of School Psychology, 49 (3), 361–383. https://doi.org/10.1016/j.jsp.2011.03.001
Sims, M., Ellis, E. M., & Knox, V. (2016). Parental plurilingual capital in a monolingual context: Investigating strengths to support young children in early childhood settings. Early Childhood Education Journal, 45 (6), 777–787. https://doi.org/10.1007/s10643-016-0826-6
Skibbe, L. E., Connor, C. M., Morrison, F. J., & Jewkes, A. M. (2011). Schooling effects on preschoolers’ self-regulation, early literacy, and language growth. Early Childhood Research Quarterly, 26 (1), 42–49. https://doi.org/10.1016/j.ecresq.2010.05.001
Tobin, J. (2016). Preschool and Im/migrants in five countries: England, France, Germany, Italy and United States of America. Early childhood and education. Peter Lang Publishing Group.
Wagner, C. J. (2020). Reading identities across language contexts: The role of language of text and talk for multilingual learners. Journal of Early Childhood Literacy. https://doi.org/10.1177/1468798420981758
Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book Reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 39–57. https://doi.org/10.1016/j.ecresq.2016.04.003
Weigel, D. J., Martin, S. S., & Bennett, K. K. (2005). Ecological influences of the home and the child-care center on preschool-age children's literacy development. Reading Research Quarterly, 40 (2), 204–233. https://doi.org/10.1598/RRQ.40.2.4
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book Reading. Developmental Psychology, 24 (4), 552–558. https://doi.org/10.1037/0012-1649.24.4.552
Wood, C., Fitton, L., & Rodriguez, E. (2018). Home literacy of dual-language learners in kindergarten from low-SES backgrounds. AERA Open, 4 (2), 1–15. https://doi.org/10.1177/2332858418769613
Zucker, T. A., Cabell, S. Q., Petscher, Y., Mui, H., Landry, S. H., & Tock, J. (2021). Teaching together: Pilot study of a tiered language and literacy intervention with head start teachers and linguistically diverse families. Early Childhood Research Quarterly, 54, 136–152. https://doi.org/10.1016/j.ecresq.2020.09.001
