Reference : Translanguaging stance of preschool teachers in Luxembourg

	Document type :	Scientific Presentations in Universities or Research Centers : Scientific presentation in universities or research centers
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/56003

Title :	Translanguaging stance of preschool teachers in Luxembourg
Language :	English
Author, co-author :	Aleksic, Gabrijela [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Publication date :	24-Aug-2023
Audience :	International
Event name :	EARLI Education as a Hope in Uncertain Times
Event date :	from August 21 to 26
Event place (city) :	Thessaloniki
Event country :	Greece
Keywords :	[en] translanguaging stance ; preschool teachers ; early education
Abstract :	[en] In 2017, the new law declared multilingual education mandatory in Luxembourg where there are 65% of 4-year-old language minority children. To support 40 teachers with the new law requirement that asked teachers to use children’s home languages in the classroom, we offered a 6-month professional development course in translanguaging pedagogy that builds on children’s full linguistic repertoire. Mixed methods were used such as focus groups, questionnaires, and video observations. Through pre- and post-course focus groups we identified three groups of teachers: (1) those with mild monolingual stance who believed that the most important is to develop children’s school language, Luxembourgish, (2) those with mild translanguaging stance who expressed that children’s home languages are important but can hinder children’s Luxembourgish, and (3) those with true translanguaging stance who believed that children’s home languages are necessary for their well-being and development of Luxembourgish. The questionnaires showed that there was a significant increase in teachers’ positive attitudes towards children’s home languages and translanguaging. However, in the video observations we identified both positive and negative examples in teacher-designed activities that, when compared to the focus groups and questionnaires results, seemed paradoxical but portrayed a fuller picture of preschool teachers’ translanguaging stance in Luxembourg.
Funders :	Fonds National de la Recherche - FnR
Target :	Researchers ; Professionals ; Students
Permalink :	http://hdl.handle.net/10993/56003
FnR project :	FnR ; FNR12637907 > Gabrijela Aleksic > TRANSLA > Translanguaging Programme For Teachers Working With Language Minority Preschool Children In Luxembourg > 01/02/2019 > 31/07/2021 > 2018

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