Kirsten Rosiers
Biographic Data
| ID | 1631561 |
|---|---|
| NAME | Kirsten Rosiers |
| GIVEN NAMES | Kirsten |
| FAMILY NAME | Rosiers |
| SIGNATURE | ROSIERS K |
| AFFILIATIONS | Ghent University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Soft power: Teachers’ friendly implementation of a severe monolingual policy
Dutch-medium schools in Brussels traditionally cater to a Dutch-speaking minority, but they have recently seen a massive influx of pupils with a limited competence in Dutch. In order to face the resulting pedagogical and ideological challenges, many of these schools have intensified their efforts to remain Dutch enclaves in a predominantly Francophone city. In this article we discuss one Dutch-medium secondary school that positions itself as fair…
The subtle interactional dance of a teacher: The negotiation of pupil-teacher translanguaging practices in a Brussels’ Dutch-medium secondary school
Translanguaging revisited: Challenges for research, policy and pedagogy based on an inquiry in two Belgian classrooms
This article takes a translanguaging perspective and is based on linguistic-ethnographic research. It investigates the participants’ interactional engagement with their linguistic repertoire in two multilingual Belgian primary classrooms and the pedagogical potential of these practices. Analyses demonstrate that teachers can transform translanguaging as a pedagogy into practice by permitting pupils to interact, thereby co-constructing knowledge a…
Beyond the traditional scope of translanguaging
What can technology offer to linguistically diverse classrooms? Using multilingual content in a computer-based learning environment for primary education
Computer-based learning environments (CBLEs) have the potential to integrate the linguistic diversity present in classrooms as a resourceful tool in pupils’ learning process. Particularly for pupils who speak a language at home other than the language which is used at school, more understanding is needed on how CBLEs offering multilingual content can assist them. With this study, we aim to gain insight into the way pupils interact with a CBLE whi…
Soft power: Teachers’ friendly implementation of a severe monolingual policy
Dutch-medium schools in Brussels traditionally cater to a Dutch-speaking minority, but they have recently seen a massive influx of pupils with a limited competence in Dutch. In order to face the resulting pedagogical and ideological challenges, many of these schools have intensified their efforts to remain Dutch enclaves in a predominantly Francophone city. In this article we discuss one Dutch-medium secondary school that positions itself as fair…
What can technology offer to linguistically diverse classrooms? Using multilingual content in a computer-based learning environment for primary education
Computer-based learning environments (CBLEs) have the potential to integrate the linguistic diversity present in classrooms as a resourceful tool in pupils’ learning process. Particularly for pupils who speak a language at home other than the language which is used at school, more understanding is needed on how CBLEs offering multilingual content can assist them. With this study, we aim to gain insight into the way pupils interact with a CBLE whi…
Beyond the traditional scope of translanguaging
What can technology offer to linguistically diverse classrooms? Using multilingual content in a computer-based learning environment for primary education
Computer-based learning environments (CBLEs) have the potential to integrate the linguistic diversity present in classrooms as a resourceful tool in pupils’ learning process. Particularly for pupils who speak a language at home other than the language which is used at school, more understanding is needed on how CBLEs offering multilingual content can assist them. With this study, we aim to gain insight into the way pupils interact with a CBLE whi…
Translanguaging revisited: Challenges for research, policy and pedagogy based on an inquiry in two Belgian classrooms
This article takes a translanguaging perspective and is based on linguistic-ethnographic research. It investigates the participants’ interactional engagement with their linguistic repertoire in two multilingual Belgian primary classrooms and the pedagogical potential of these practices. Analyses demonstrate that teachers can transform translanguaging as a pedagogy into practice by permitting pupils to interact, thereby co-constructing knowledge a…
Beyond the traditional scope of translanguaging
The subtle interactional dance of a teacher: The negotiation of pupil-teacher translanguaging practices in a Brussels’ Dutch-medium secondary school
Soft power: Teachers’ friendly implementation of a severe monolingual policy
Dutch-medium schools in Brussels traditionally cater to a Dutch-speaking minority, but they have recently seen a massive influx of pupils with a limited competence in Dutch. In order to face the resulting pedagogical and ideological challenges, many of these schools have intensified their efforts to remain Dutch enclaves in a predominantly Francophone city. In this article we discuss one Dutch-medium secondary school that positions itself as fair…
EFL/ESL Teaching and Learning (5 works) · Pedagogy (5 works) · Second Language Learning and Teaching (5 works) · Sociology (5 works) · Linguistics (4 works) · Multilingual Education and Policy (4 works) · Psychology (4 works) · Computer Science (3 works) · Mathematics education (3 works) · Multilingualism (3 works)