Flexible language use in multilingual early childhood education in Luxembourg: Reflecting on its nature and functions

An inclusive translanguaging pedagogy aims to promote learning and participation
by drawing on the learners’ entire semiotic repertoire. The focus of
this chapter are the translanguaging practices of four early years practitioners
in Luxembourg. We analyse the deployment of their linguistic repertoire,
their reasons for translanguaging, and the ways in which their practices contributed
to inclusion and participation. We found that the practices comprised
using linguistic resources dynamically, translating, and ‘home languaging,’
and depended on the practitioners’ pedagogical stance. We argue that multilingual
practices need to be embedded in a reflexive translanguaging pedagogy in
order to enhance inclusion.