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   Multilingual Literacy Practices in Theory and Practice in Day care Centres in LuxembourgKirsch, Claudine  ; Kemp, Valérie ; Scientific Conference (2023, August 23) Detailed reference viewed: 79 (0 UL)Dialogescht Liesen: Guide fir Elteren, Erzéier an Erzéierinnen.Kirsch, Claudine ; Kemp, Valérie ; Learning material (2023) Detailed reference viewed: 130 (0 UL)Leitfaden zum Dialogisches Lesen für Eltern und Praktiker:innenKirsch, Claudine ; Kemp, Valérie ; Learning material (2023) Detailed reference viewed: 129 (0 UL)Guide on dialogic reading for parents and professionalsKirsch, Claudine ; Kemp, Valérie ; Learning material (2023) Detailed reference viewed: 125 (0 UL)Guia de leitura dialógica para pais e profissionaisKirsch, Claudine ; Kemp, Valérie ; Learning material (2023) Detailed reference viewed: 114 (1 UL)Translanguaging stance of preschool teachers working with multilingual children in LuxembourgAleksic, Gabrijela ; in International Journal of Multilingualism (2022) In today’s linguistically and culturally diverse schools, it is important that teachers use inclusive pedagogies, such as translanguaging. This pedagogy assumes that teachers have positive attitudes ... [more ▼] In today’s linguistically and culturally diverse schools, it is important that teachers use inclusive pedagogies, such as translanguaging. This pedagogy assumes that teachers have positive attitudes towards children’s home languages and cultures (translanguaging stance), which we explored in our study with 40 preschool teachers in Luxembourg. The teachers participated in the professional development course on translanguaging over six months. To identify teachers’ stance before and after the course, they completed questionnaires and participated in focus groups, and after completing the course, teacher–child interactions in the classroom were videotaped and analysed. Empirical findings of the questionnaires demonstrate that teachers’ attitudes towards children’s multilingualism and home languages increased significantly after participating in the course. In the focus groups, the majority of teachers expressed a mild translanguaging stance, meaning that they were afraid that the inclusion of children’s home languages will hinder children’s development of the school language, Luxembourgish. Finally, in the videotaped observations, the foci teachers demonstrated their positive stance in one activity and a negative stance in another. Following the study's multi-method approach, we conclude that teachers’ attitudes were ambivalent and paradoxical, which depicts a rather realistic picture of preschool teachers’ attitudes in Luxembourg. [less ▲] Detailed reference viewed: 456 (24 UL)Translanguaging Course for TeachersAleksic, Gabrijela ; Scientific Conference (2019, July 01) Amongst the many terms to describe the natural linguistic experiences of bilinguals, translanguaging is standing out as the socio-linguistic theory that consciously recognises a unitary linguistic ... [more ▼] Amongst the many terms to describe the natural linguistic experiences of bilinguals, translanguaging is standing out as the socio-linguistic theory that consciously recognises a unitary linguistic repertoire of bilinguals. Translanguaging is used without regards to boundaries imposed by socio-politically constructed named languages and the unnatural differentiation of various forms of communication. The extensive research of many scholars, most notably by Li Wei and Ofelia García, confronts the social and educational suppression of minorities’ languages and cultures in schools. Their analyses and proposed solutions for social justice, therefore, serve as the theoretical and pedagogical basis of our research in Luxembourg’s multilingual education. The understanding that bilinguals translanguage naturally in conversation and for sense- and meaning-making purposes has also been shown in Luxembourg: 64% of four-year olds in Luxembourg do not speak Luxembourgish and translanguaging happens naturally. Research also shows that students of minority groups generally underperform at school. The implementation of translanguaging in Luxembourg’s multilingual education would therefore enable a better development of school and home language, metalinguistic awareness, linguistic tolerance, socio-emotional development and multilingual identity. To address the challenges of multilingual education in Luxembourg, we firstly offer a professional development (PD) course that aims to help teachers take a translanguaging stance, vital for its success. Secondly, we adapt the general translanguaging pedagogical methodology to incorporate home languages in teachers’ daily classroom activities. Our project has been supported by the Luxembourg National Research Fund* to deliver 8 sessions from the Translanguaging guide developed at the City University of New York. Given the local multilingual context, introducing translanguaging and adapting the guide is a challenge for us as researchers. We will use quantitative and qualitative methods to assess the success of the PD and better understand translanguaging as a theory, practice and pedagogy. [less ▲] Detailed reference viewed: 200 (8 UL) |
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