Practitioners' Language-Supporting Strategies in Multilingual ECE Institutions in Luxembourg

Autor/in	Kirsch, Claudine
Titel	Practitioners' Language-Supporting Strategies in Multilingual ECE Institutions in Luxembourg
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 3, S.336-350 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirsch, Claudine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1928721
Schlagwörter	Multilingualism; Second Language Learning; Second Language Instruction; Indo European Languages; Teaching Methods; Foreign Countries; Early Childhood Education; Bilingualism; Code Switching (Language); Preschool Children; Preschool Teachers; Faculty Development; Language Usage; French; Native Language; Literacy Education; Teacher Student Relationship; Interaction; Classroom Communication; Modeling (Psychology); Luxembourg + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Indoeuropäisch; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Sprachgebrauch; Französisch; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Klassengespräch; Modeling; Modelling; Modellierung
Abstract	Multilingual education is mandatory in early childhood education in several European countries. Scholars working in first, second and foreign language learning have shown the effectiveness of interaction-promoting and language-modelling strategies for language development. In addition, teachers in bilingual contexts have been translanguaging to foster language learning. To this day, few research studies have examined these strategies in combination and their deployment in multilingual contexts. The present study takes place in multilingual Luxembourg where 64% of the four-year-olds do not speak Luxembourgish. It focuses on three practitioners who took part in a professional development course on multilingual pedagogies and presents their language-supporting strategies as well as their translanguaging practices. The findings show that the practitioners use a range of strategies in Luxembourgish, French and home languages, in daily conversations, routines and language and literacy activities to address children's linguistic needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01