What Does it Mean to Have a Multilingual Learning Context: A Case Study Built from Primary Science Education in Luxembourg

Luxembourg is a country where multiculturalism and multilingualism have played a crucial role in its development, enabling the co-existence of several ethnolinguistic communities. Due in part to the trilingual status of the country and the resulting multilingual learning contexts, students’ migration background has an impact on their educational path. This scenario is bounded by issues of equity, access, and language, as a high percentage of students do not speak the languages of instruction at home. Therefore, as part of a PhD study that focuses on Early Childhood and Primary Science Education, with a related focus on Multilingual Learning Contexts and Primary Teacher Continuous Professional Development, we aim to present: 1. a brief history of Luxembourg, including the grounding of its identity (through the establishment of its national language), the migration flux and its impact on students' educational path, and the language policies throughout school reforms; 2. the multilingual public school system, focusing on the official languages used within school, and outlining the diversity of students and existing inequalities; and, how primary science education emerged and plays a key role on students achievements. Using qualitative approach to research, this contribution builds a case study of multilingual school context for primary science education based on a literature review and document analysis.