Researching Translanguaging in Literacy Activities in ECE Centers in Luxembourg: Insights into Qualitative Methods and Ethical Considerations

Chapter 9 examines the methodology and ethics of research on early childhood translanguaging. After conceptualising translanguaging in the multilingual context of early childhood education and care in Luxembourg, Claudine Kirsch and Džoen Bebić-Crestany distinguish between procedural ethics and ethics in practice. While the former includes predetermined guidelines such as informed consent, confidentiality and anonymity, the latter refers to ethical considerations beyond the scope of official research ethics guidelines. In focusing on ethics in practice in, for example, video recordings and interviews, the authors draw attention to an underexposed field in early childhood research. Furthermore, they endorse critical reflection on the coding of translingual interactions and outline the relevance of micro-analyses in children–teacher talk. The authors conclude that an understanding of the concept of translanguaging depends on the contexts and language policies within the investigated field. Overall, they advocate for greater critical reflection on the research
process and the position of researchers when investigating translanguaging.