Dynamic Interplay of Language Policies, Beliefs and Pedagogy in a Preschool in Luxembourg

Autor/in	Kirsch, Claudine
Titel	Dynamic Interplay of Language Policies, Beliefs and Pedagogy in a Preschool in Luxembourg
Quelle	In: Language and Education, 32 (2018) 5, S.444-461 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1487452
Schlagwörter	Teaching Methods; Language Planning; Multilingualism; Language of Instruction; Teacher Role; Case Studies; Preschool Children; Preschool Education; Educational Policy; Indo European Languages; Family Environment; Foreign Countries; Teacher Attitudes; Longitudinal Studies; Language Attitudes; Preschool Teachers; Multiple Literacies; Ethnography; Language Usage; Second Languages; Second Language Learning; French; Mothers; Parent Child Relationship; Luxembourg + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sprachwechsel; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Lehrerrolle; Case study; Fallstudie; Case Study; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Politics of education; Bildungspolitik; Indoeuropäisch; Familienmilieu; Ausland; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachverhalten; Erzieher; Erzieherin; Kindergärtnerin; Ethnografie; Sprachgebrauch; Second language; Zweitsprache; Zweitsprachenerwerb; Französisch; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	There is a recognised need for multilingual pedagogies as these capitalise on children's resources. Language policies calling for monolingual or multilingual policies are, however, not easily translated into pedagogical practices. Teachers play a crucial role in the process of policy implementation because they negotiate policies and adapt them in the light of their beliefs, experiences, existing pedagogical practices and the context in which these are embedded. This case study is located in a preschool in multilingual Luxembourg and examines the ways in which a teacher engages with policy and implements a multilingual-oriented programme to draw on children's diverse language needs. The data stem from a qualitative, longitudinal study using a multi-method approach. The findings highlight the interplay between the educational policy focussing on Luxembourgish, the teacher's beliefs and ideologies rooted in her multilingual identity and the country's societal multilingualism, and a boy's experiences of separating languages at home. The findings are of particular interest to teachers as they show that the dialogue between the teacher, the child and his mother influences their beliefs and contributes to opening up multilingual spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01