Im Folgenden werden zentrale Informationen und aktuelle Zahlen zum Bereich der non-formalen Bildung in Luxemburg dargestellt. Zugleich wird die Entstehung und Entwicklung des Feldes seit 2009 sowohl über den zeitlichen Verlauf als auch über die Darstellung einiger zentraler transformativer Momente skizziert. Ein besonderes Augenmerk liegt auf dem Altersbereich der frühen Kindheit und den darauf bezogenen Bildungs- und Betreuungsinstitutionen.
in European Journal of Applied Linguistics (2020), 8(2), 157-180
As children’s agency in influencing institutional language practices is often not carefully reflected in early childhood education curricula, the objective of this paper is to offer meaningful insights about how institutional language policies are both reproduced and transformed by children’s everyday use of language. For this purpose, we will combine conceptual resources from social theory, sociolinguistics and childhood studies in order to analyse children’s linguistic behaviour by applying a structure-agency perspective as a relational approach. Drawing on data from ethnographic field research within institutional day care centres in Luxembourg, our findings demonstrate that the status of children as actors in institutional language practices is strongly connected to institutional policies as a structural condition. However, this does not mean that children just enact these language policies, because they are actors of both maintaining, undermining and alternating them. In this respect, especially the translanguaging of children and caregivers plays a crucial role in the Luxembourgish context as it allows to build a bridge between the official institutional language policy and the individual linguistic repertoires. Considering the goal of establishing a plurilingual environment in early childhood education which now is paramount to the educational language policy of the Luxembourgish government, this article suggests that translanguaging practices should be considered as one of the key starting points to create a plurilingual ecology in and through everyday practice in the day care centres.
in Child Indicators Research (2019), early online
Because not much is known about children’s subjective well-being (SWB) in educational spaces, our objective was to analyze children’s drawings of their ideal school environment, emphasizing the importance of obtaining the children’s perspective. To do so, we analyzed Luxembourgish primary school children’s drawings (n = 150; age 10) using visual grounded theory methodology. The results were centered on 10 main underlying themes that indicated children’s conceptualizations of their dream school in which particular attention was paid to the design of the school buildings, playgrounds, and classrooms. Children’s written inputs showed the boundaries of visual expression, as they mentioned different desires beyond those conveyed by the drawings. In addition to fancy aesthetics of the school environment, material conditions such as playground facilities were found to be a significant part of the children’s dream schools. Our analyses offer meaningful insights into children’s perceptions of an educational environment that fosters well-being, thereby functioning as a blueprint for adults’ efforts to improve schools in a more child-friendly manner.
in Ethnicities (2019), 19(6), 1202-1228
What is the role of students’ language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the primary effects of social and ethnic origin, we assume that students of a disadvantaged social origin (e.g. working class), with an immigrant background, who speak languages at home other than Luxembourg’s official languages show lower school achievements and are placed into lower school tracks. Analyses are based on the data of Luxembourgish primary (grades 4/5) and secondary students (grades 7/8) from two consecutive survey waves in 2016/2017 (for the international project SASAL – School Alienation in Switzerland and Luxembourg). The results indicate language background has only marginal effects, but social and immigrant origin has stronger effects.