Luxembourg. ECEC Workforce profile

Report (in press)

Educators, parents and children engaging in literacy activities in multiple languages: an exploratory study

in International Journal of Multilingualism (2023)

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 ... [more ▼]

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. [less ▲]

Students’ perspectives on their academic achievement during the Covid-19 pandemic: learner autonomy, school satisfaction and adult support

in Social Sciences and Humanities Open (2023), 7

Distance education, used to contain the spread of Covid-19 in 2020, radically altered adolescents’ learning experiences and affected their academic achievements. Based on a survey with adolescents aged 12 ... [more ▼]

Distance education, used to contain the spread of Covid-19 in 2020, radically altered adolescents’ learning experiences and affected their academic achievements. Based on a survey with adolescents aged 12-16 in Luxembourg, this study investigates the differences the 332 adolescents perceived in schoolwork when learning at school and from home during the pandemic in 2021, as well as predictors of their reported academic achievement. The findings show that the participants perceived their work as less interesting or useful and more difficult while learning from home and that the main predictors of their academic achievements were school achievements before the pandemic, school satisfaction, learner autonomy, and the ways that adults listen to them. Teacher and parent support played a subordinate role. [less ▲]

Children’s perspectives on their learning experiences during the pandemic

in Developmental and Adolescent Health (2023), 2(4),

The present paper is based on two online surveys of the mix-method projects COVID-Kids I and II which investigated children’s school experiences, emotional responses, and subjective well-being during the ... [more ▼]

The present paper is based on two online surveys of the mix-method projects COVID-Kids I and II which investigated children’s school experiences, emotional responses, and subjective well-being during the Covid-19 pandemic in 2020 and 2021. The data of the 2020 questionnaire stem from 1,773 children aged 6-16 from Luxembourg, Germany and Switzerland (Kirsch et al., 2021) and those of the second questionnaire from 502 children of the same age group in Luxembourg (Kirsch et al., 2022). The presentation will examine some of the participants’ challenges with home schooling as well as selected outcomes and conclude with a few implications. [less ▲]

Forschungsergebnisse und Forschungslücken zu Mehrsprachigkeit in der non-formalen Bildung in Luxemburg

Scientific Conference (2022, November 17)

Literacy mit Kleinkindern mit Erzieher*Innen und Eltern in Kindertagestätten

Scientific Conference (2022, October 14)

In 2017 führte Luxemburg ein mehrsprachiges Programm in der frühkindlichen Bildung ein: kleine Kinder lernen Luxemburgisch und machen sich mit Französisch vertraut, außerdem werden ihre Familiensprachen ... [more ▼]

In 2017 führte Luxemburg ein mehrsprachiges Programm in der frühkindlichen Bildung ein: kleine Kinder lernen Luxemburgisch und machen sich mit Französisch vertraut, außerdem werden ihre Familiensprachen wertgeschätzt. Literacy Aktivitäten in mehreren Sprachen sowie eine enge Zusammenarbeit mit Eltern sollen dies gewährleisten. Eine Umfrage sowie Beobachtungen im Rahmen des Forschungsprojekts „Zusammenarbeit mit Eltern und Multiliteracies“ (COMPARE) zeigen, dass viele Erzieher*Innen Kindern in mehreren Sprachen vorlesen, dass die Qualität der Interaktionen aber sehr unterschiedlich ist. Eine Umfrage mit Eltern verdeutlicht zudem, dass etwa die Hälfte der Teilnehmer ihren Kindern in der Familiensprachen vorlasen. Dieser Beitrag wird Einblicke in die ersten Ergebnisse der Studie COMPARE geben mit besonderem Fokus auf die Literacy Aktivitäten, die Eltern gemeinsam mit Erzieher*Innen in drei Kindertagesstätten in 2020-2021 durchführten. Wir zeigen, dass die gemeinsamen Aktivitäten mit den Eltern zur Entwicklung von Multiliteracy Praktiken und der Wertschätzung von Familiensprachen führen kann, wenn die Erzieher*Innen ein gutes Verständnis von Literacy haben, in Bildungspartnerschaften investieren und sich Sprachhierarchien bewusst sind. [less ▲]

Children’s perspectives on their learning experiences during the pandemic

Scientific Conference (2022, October)

Developing collaborative practices in ECE in Luxembourg 

Scientific Conference (2022, July 22)

L'impact de la pandémie de la Covid-19 au Luxembourg en 2021 : Les enfants de 6 à 16 ans partagent leur bien-être subjectif et leurs expériences. Premiers résultats du projet COVID-Kids II

Report (2022)

Cinq films du projet COMPARE : 1. Introduction ; 2. Literacy – Qu’est-ce que c’est ?; 3. Développer la literacy – Comment et avec qui ?; 4. Visite des parents – un enrichissement ; 5. Vers un partenariat avec les parents

Learning material (2022)

Introduction Introduction aux films du projet COMPARE Dans cette série de vidéos, nous vous montrerons comment développer la “literacy” avec de jeunes enfants et comment la collaboration avec les parents ... [more ▼]

Introduction Introduction aux films du projet COMPARE Dans cette série de vidéos, nous vous montrerons comment développer la “literacy” avec de jeunes enfants et comment la collaboration avec les parents et les bibliothèques vous aident à cet effet. Film 1 Literacy – Qu’est-ce que c’est ? Les expériences précoces de « literacy » ont une incidence sur les compétences linguistiques et narratives des enfants, sur leur processus d'apprentissage de la lecture et de l'écriture, et sur leurs résultats scolaires futurs. La première vidéo introduit le concept de “literacy” et présente des situations productives. Film 2 Développer la literacy – Comment et avec qui ? Dans ce film, nous vous montrons comment développer la « literacy » avec les parents et les bibliothèques. Film 3 Visite des parents – un enrichissement Cette vidéo vous montre deux exemples de collaboration. Une éducatrice et des parents expliquent ce que la collaboration apporte aux enfants, aux parents et aux éducatrices. Film 4 Vers un partenariat avec les parents Dans cette crèche, les éducatrices cuisinent régulièrement avec les enfants et parfois avec les parents. Des situations de « literacy » en plusieurs langues apparaissent spontanément. Des parents ainsi que la chargée de la crèche partagent leurs visions sur les effets de la collaboration. [less ▲]