Chantal Kirsch
Biographic Data
| ID | 180010 |
|---|---|
| NAME | Chantal Kirsch |
| GIVEN NAMES | Chantal |
| FAMILY NAME | Kirsch |
| SIGNATURE | KIRSCH C |
| AFFILIATIONS | University of Luxembourg |
| ORCID | 0000-0001-5981-2773 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Analogue and digital literacy practices to promote multilingual literacies in preschool in Luxembourg
Early childhood education (ECE) is a constantly evolving field with frequent policy changes such as the recent calls for multilingual approaches and digitalization. Digital multilingual literacy materials could help ECE teachers implement these policies and develop their practices. Shared reading is a well-established practice because it promotes language learning, and digital storytelling is engaging and supports vocabulary growth. Nevertheless,…
Including adults and peers through translanguaging in literacy activities
peer reviewed
Multilingual Education in Europe
Multilingual education refers to the planned use of multiple languages in education with the aim to develop both multilingualism and multiliteracy. These languages may include foreign, second or regional languages. Multilingual education encompasses various programs, serves different objectives and is grounded in diverse pedagogical approaches. The present entry defines key terms related to multilingualism and plurilingualism and explores how tea…
Navigating multiple multilingual spaces at home and in the day care centre: A case-study in Luxembourg
peer reviewed
Factors influencing communication between parents and early childhood educators in multilingual Luxembourg
The collaboration between educators of early childhood education and care (ECEC) and parents has a significant positive impact on children's development, particularly for young immigrant children. However, research in multilingual and multicultural contexts is scarce. Therefore, the aim of the present study conducted in multilingual ECEC context in Luxembourg was twofold: (1) to identify the significant predictors that influence goal-oriented com…
Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education
peer reviewed
Students’ perspectives on their academic achievement during the Covid-19 pandemic: Learner autonomy, school satisfaction and adult support
Distance education, used to contain the spread of Covid-19 in 2020, radically altered adolescents' learning experiences and affected their academic achievements. Based on a survey with adolescents aged 12-16 in Luxembourg, this study investigates the differences the 332 adolescents perceived in schoolwork when learning at school and from home during the pandemic in 2021, as well as predictors of their reported academic achievement. The findings s…
Engaging in and creatively reproducing translanguaging practices with peers: A longitudinal study with three-year-olds in Luxembourg
The increasing societal and linguistic diversity in schools challenge traditional teaching approaches and call for pedagogies that cater to the growing number of multilingual pupils. Translanguaging pedagogies can offer multilinguals a productive learning environment that helps them leverage their resources for learning. Translanguaging studies in early childhood education are still scant, especially those that involve emergent multilinguals, foc…
Coping With the Pandemic in 2020 and 2021: A Mixed-Method Study of Adolescents in Luxembourg
The unprecedented Coronavirus disease 2019 (COVID-19) pandemic affected adolescents’ routines, experiences, and physical and mental health but not everybody reacted in the same way. The present longitudinal mixed-method study based in Luxembourg explores adolescents’ emotional responses to the pandemic as well as resilience factors that helped them cope with the challenges. It combines data from a survey completed in 2021 by 332 adolescents and f…
Educators, parents and children engaging in literacy activities in multiple languages: An exploratory study
There is a consensus that home languages are the foundation on which to develop additional languages and that collaboration between homes and institutions of early childhood education and care (ECEC) can contribute to the development of children’s language and literacy skills. Nevertheless, educators seem rarely to draw on multiple languages in literacy activities. Furthermore, situations where educators and parents jointly read to children are s…
Ich will mein altes Leben zurück“ – Einblicke in die veränderten Beziehungen, Aktivitäten und das Wohlbefinden luxemburgischer Kinder in der Pandemie
Die Covid-19-Pandemie hat den Alltag grundlegend verändert. Dieser Beitrag stellt diese Veränderungen mit Blick auf Wohlbefinden, Beziehungen und Alltagsbeschäftigungen aus der Sicht von Sechs- bis Zwölfjährigen aus Luxemburg vor. Die Daten stammen aus qualitativen Interviews, die im Jahr 2020 durchgeführt wurden, sowie aus standardisierten Befragungen mit Kindern in Luxemburg in den Jahren 2020 und 2021. Die Ergebnisse zeigen, dass sich alle Kin…
Young children’s language-based agency in multilingual contexts in Luxembourg and Israel
Drawing on two longitudinal case-studies, this study aimed to identify some salient characteristics of the agentic behaviour of two young emergent multilinguals in two different multilingual contexts: Luxembourg and Israel. Despite the fact that the studies were conducted independently, the two cases were analysed together owing to the similarities in the research methods such as video-recorded observations, and semi-structured interviews with te…
Practitioners’ language-supporting strategies in multilingual ECE institutions in Luxembourg
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 combinati…
Multilingual education in early years in Luxembourg: A paradigm shift
There is a call for multilingual pedagogies including the use of literacy in several languages in early childhood education. However, many practitioners find it difficult to challenge the dominant language ideologies and are unsure of how to develop literacy practices in multiple languages. This paper is based in Luxembourg where a multilingual programme has been implemented in early childhood education in 2017. The research project examines the …
Le sens du discours écrit: Propos méthodologiques à partir de deux recherches
L’analyse du discours pose des problèmes particuliers lorsque le sujet étudié oblige le chercheur à examiner une grande quantité de données. Il faut alors procéder à une longue phase d’analyse exploratoire. Dans cet article, les auteurs, à partir de deux recherches, l’une sur le discours sur la langue et l’identité collective en Belgique francophone et au Québec, l’autre sur le nationalisme japonais contemporain, définissent une méthode d’analyse…
Developing multilingual practices in early childhood education through professional development in Luxembourg
This paper investigates seven early education practitioners’ attitudes toward multilingual activities and translanguaging as well as their actual practices in Luxembourg. They took part in a professional development comprising a course, coaching, and regular meetings to deepen their understanding of multilingualism and language learning, and enable them to implement activities in multiple languages. The findings, drawn from questionnaires, observ…
Opening minds to translanguaging pedagogies
‘In this country my children are learning two of the most important languages in Europe’: Ideologies of language as a commodity among Greek migrant families in Luxembourg
This paper explores the language ideologies of three middle-class migrant Greek families in Luxembourg, one ‘established’ family and two ‘new’ crisis-led migrant families, all of whose children attend Luxembourgish state schools. While the families differ in terms of migration trajectory, their language ideologies converge. The findings of this ethnographic study show that all parents view multilingualism as an asset and relate it to culture, ide…
The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg
While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questio…
Transnational experiences, language competences and worldviews: Contrasting language policies in two recently migrated Greek families in Luxembourg
Against the backdrop of the ongoing crisis-led migration from Southern to Northwestern Europe, the present paper reports on a case study of two families who have recently migrated from Greece to Luxembourg. Luxembourg has a trilingual education system and many pupils of migrant background face difficulties on this account. Drawing on the framework of Family Language Policy, this paper explores the language ideologies and management strategies of …
Translanguaging practices during storytelling with the app iTEO in preschools
Whilst contributing to a person’s language, cognitive and personal development and whilst a common practice in the daily lives of bilinguals, translanguaging is rarely observed in educational institutions. The present paper examines the situations and the ways in which preschool children in trilingual Luxembourg translanguage during collaborative storytelling on iTEO, an iPad app which allows for the recording and editing of oral language. Curren…
Young children capitalising on their entire language repertoire for language learning at school
While translanguaging has been well researched in bilingual settings with older pupils and has been found to contribute to cognitive and personal development, there is little research on translanguaging of young multilinguals. In trilingual Luxembourg, at school, children learn Luxembourgish aged 4, German aged 6 and French aged 7, with the majority not speaking Luxembourgish on school entry. The number of languages to be learned may leave teache…
Ideologies, struggles and contradictions: An account of mothers raising their children bilingually in Luxembourgish and English in Great Britain
Researchers have studied family language planning within bilingual family contexts but there is a dearth of studies that examine language planning of multilingual parents who raise their children in one of the world's lesser spoken languages. In this study I explore the ideologies and language planning of Luxembourgish mothers who are raising their children bilingually in Luxembourgish and English in Great Britain, where there is no Luxembourgish…
Young Children Learning Languages in a Multilingual Context
Luxembourg is a trilingual country where residents communicate in Luxembourgish, French and German concurrently. Children therefore study these languages at primary school. In this paper I explore how six eight-year-old Luxembourgish children use and learn German, French and English in formal and informal settings over a period of one year. Their eagerness to learn and use German and English contrasted with their cautious and formal approach to t…
Lutétiotropisme et champ littéraire distinct. L'expérience de la Belgique francophone
Depuis l'indépendance de la Belgique, en 1830, les écrivants belges de langue française n'ont cessé d'hésiter entre deux stratégies: tenter de conquérir Paris ou s'imposer d'abord en Belgique. L'attrait de Paris, ou lutétiotropisme, qui vient du poids culturel de la France dans le monde francophone, les a souvent menés à nier leurs origines et à dénigrer la Belgique. Ce déni des origines fait cependant problème, car, de plus en plus, l'écrivant, …
Opening minds to translanguaging pedagogies
Young children capitalising on their entire language repertoire for language learning at school
While translanguaging has been well researched in bilingual settings with older pupils and has been found to contribute to cognitive and personal development, there is little research on translanguaging of young multilinguals. In trilingual Luxembourg, at school, children learn Luxembourgish aged 4, German aged 6 and French aged 7, with the majority not speaking Luxembourgish on school entry. The number of languages to be learned may leave teache…
Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education
peer reviewed
Le sens du discours écrit: Propos méthodologiques à partir de deux recherches
L’analyse du discours pose des problèmes particuliers lorsque le sujet étudié oblige le chercheur à examiner une grande quantité de données. Il faut alors procéder à une longue phase d’analyse exploratoire. Dans cet article, les auteurs, à partir de deux recherches, l’une sur le discours sur la langue et l’identité collective en Belgique francophone et au Québec, l’autre sur le nationalisme japonais contemporain, définissent une méthode d’analyse…
Multilingual education in early years in Luxembourg: A paradigm shift
There is a call for multilingual pedagogies including the use of literacy in several languages in early childhood education. However, many practitioners find it difficult to challenge the dominant language ideologies and are unsure of how to develop literacy practices in multiple languages. This paper is based in Luxembourg where a multilingual programme has been implemented in early childhood education in 2017. The research project examines the …
The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg
While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questio…
Transnational experiences, language competences and worldviews: Contrasting language policies in two recently migrated Greek families in Luxembourg
Against the backdrop of the ongoing crisis-led migration from Southern to Northwestern Europe, the present paper reports on a case study of two families who have recently migrated from Greece to Luxembourg. Luxembourg has a trilingual education system and many pupils of migrant background face difficulties on this account. Drawing on the framework of Family Language Policy, this paper explores the language ideologies and management strategies of …
Including adults and peers through translanguaging in literacy activities
peer reviewed
Educators, parents and children engaging in literacy activities in multiple languages: An exploratory study
There is a consensus that home languages are the foundation on which to develop additional languages and that collaboration between homes and institutions of early childhood education and care (ECEC) can contribute to the development of children’s language and literacy skills. Nevertheless, educators seem rarely to draw on multiple languages in literacy activities. Furthermore, situations where educators and parents jointly read to children are s…
Young Children Learning Languages in a Multilingual Context
Luxembourg is a trilingual country where residents communicate in Luxembourgish, French and German concurrently. Children therefore study these languages at primary school. In this paper I explore how six eight-year-old Luxembourgish children use and learn German, French and English in formal and informal settings over a period of one year. Their eagerness to learn and use German and English contrasted with their cautious and formal approach to t…
Forces productives, rapports de production et origine des inégalités entre hommes et femmes
Relations entre les différenciations biologique et sociale des sexes
Forces productives, rapports de production et origine des inégalités entre hommes et femmes
Lutétiotropisme et champ littéraire distinct. L'expérience de la Belgique francophone
Depuis l'indépendance de la Belgique, en 1830, les écrivants belges de langue française n'ont cessé d'hésiter entre deux stratégies: tenter de conquérir Paris ou s'imposer d'abord en Belgique. L'attrait de Paris, ou lutétiotropisme, qui vient du poids culturel de la France dans le monde francophone, les a souvent menés à nier leurs origines et à dénigrer la Belgique. Ce déni des origines fait cependant problème, car, de plus en plus, l'écrivant, …
Young Children Learning Languages in a Multilingual Context
Luxembourg is a trilingual country where residents communicate in Luxembourgish, French and German concurrently. Children therefore study these languages at primary school. In this paper I explore how six eight-year-old Luxembourgish children use and learn German, French and English in formal and informal settings over a period of one year. Their eagerness to learn and use German and English contrasted with their cautious and formal approach to t…
Ideologies, struggles and contradictions: An account of mothers raising their children bilingually in Luxembourgish and English in Great Britain
Researchers have studied family language planning within bilingual family contexts but there is a dearth of studies that examine language planning of multilingual parents who raise their children in one of the world's lesser spoken languages. In this study I explore the ideologies and language planning of Luxembourgish mothers who are raising their children bilingually in Luxembourgish and English in Great Britain, where there is no Luxembourgish…
Translanguaging practices during storytelling with the app iTEO in preschools
Whilst contributing to a person’s language, cognitive and personal development and whilst a common practice in the daily lives of bilinguals, translanguaging is rarely observed in educational institutions. The present paper examines the situations and the ways in which preschool children in trilingual Luxembourg translanguage during collaborative storytelling on iTEO, an iPad app which allows for the recording and editing of oral language. Curren…
Young children capitalising on their entire language repertoire for language learning at school
While translanguaging has been well researched in bilingual settings with older pupils and has been found to contribute to cognitive and personal development, there is little research on translanguaging of young multilinguals. In trilingual Luxembourg, at school, children learn Luxembourgish aged 4, German aged 6 and French aged 7, with the majority not speaking Luxembourgish on school entry. The number of languages to be learned may leave teache…
‘In this country my children are learning two of the most important languages in Europe’: Ideologies of language as a commodity among Greek migrant families in Luxembourg
This paper explores the language ideologies of three middle-class migrant Greek families in Luxembourg, one ‘established’ family and two ‘new’ crisis-led migrant families, all of whose children attend Luxembourgish state schools. While the families differ in terms of migration trajectory, their language ideologies converge. The findings of this ethnographic study show that all parents view multilingualism as an asset and relate it to culture, ide…
The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg
While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questio…
Transnational experiences, language competences and worldviews: Contrasting language policies in two recently migrated Greek families in Luxembourg
Against the backdrop of the ongoing crisis-led migration from Southern to Northwestern Europe, the present paper reports on a case study of two families who have recently migrated from Greece to Luxembourg. Luxembourg has a trilingual education system and many pupils of migrant background face difficulties on this account. Drawing on the framework of Family Language Policy, this paper explores the language ideologies and management strategies of …
Developing multilingual practices in early childhood education through professional development in Luxembourg
This paper investigates seven early education practitioners’ attitudes toward multilingual activities and translanguaging as well as their actual practices in Luxembourg. They took part in a professional development comprising a course, coaching, and regular meetings to deepen their understanding of multilingualism and language learning, and enable them to implement activities in multiple languages. The findings, drawn from questionnaires, observ…
Opening minds to translanguaging pedagogies
Practitioners’ language-supporting strategies in multilingual ECE institutions in Luxembourg
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 combinati…
Multilingual education in early years in Luxembourg: A paradigm shift
There is a call for multilingual pedagogies including the use of literacy in several languages in early childhood education. However, many practitioners find it difficult to challenge the dominant language ideologies and are unsure of how to develop literacy practices in multiple languages. This paper is based in Luxembourg where a multilingual programme has been implemented in early childhood education in 2017. The research project examines the …
Le sens du discours écrit: Propos méthodologiques à partir de deux recherches
L’analyse du discours pose des problèmes particuliers lorsque le sujet étudié oblige le chercheur à examiner une grande quantité de données. Il faut alors procéder à une longue phase d’analyse exploratoire. Dans cet article, les auteurs, à partir de deux recherches, l’une sur le discours sur la langue et l’identité collective en Belgique francophone et au Québec, l’autre sur le nationalisme japonais contemporain, définissent une méthode d’analyse…
Ich will mein altes Leben zurück“ – Einblicke in die veränderten Beziehungen, Aktivitäten und das Wohlbefinden luxemburgischer Kinder in der Pandemie
Die Covid-19-Pandemie hat den Alltag grundlegend verändert. Dieser Beitrag stellt diese Veränderungen mit Blick auf Wohlbefinden, Beziehungen und Alltagsbeschäftigungen aus der Sicht von Sechs- bis Zwölfjährigen aus Luxemburg vor. Die Daten stammen aus qualitativen Interviews, die im Jahr 2020 durchgeführt wurden, sowie aus standardisierten Befragungen mit Kindern in Luxemburg in den Jahren 2020 und 2021. Die Ergebnisse zeigen, dass sich alle Kin…
Young children’s language-based agency in multilingual contexts in Luxembourg and Israel
Drawing on two longitudinal case-studies, this study aimed to identify some salient characteristics of the agentic behaviour of two young emergent multilinguals in two different multilingual contexts: Luxembourg and Israel. Despite the fact that the studies were conducted independently, the two cases were analysed together owing to the similarities in the research methods such as video-recorded observations, and semi-structured interviews with te…
Students’ perspectives on their academic achievement during the Covid-19 pandemic: Learner autonomy, school satisfaction and adult support
Distance education, used to contain the spread of Covid-19 in 2020, radically altered adolescents' learning experiences and affected their academic achievements. Based on a survey with adolescents aged 12-16 in Luxembourg, this study investigates the differences the 332 adolescents perceived in schoolwork when learning at school and from home during the pandemic in 2021, as well as predictors of their reported academic achievement. The findings s…
Engaging in and creatively reproducing translanguaging practices with peers: A longitudinal study with three-year-olds in Luxembourg
The increasing societal and linguistic diversity in schools challenge traditional teaching approaches and call for pedagogies that cater to the growing number of multilingual pupils. Translanguaging pedagogies can offer multilinguals a productive learning environment that helps them leverage their resources for learning. Translanguaging studies in early childhood education are still scant, especially those that involve emergent multilinguals, foc…
Coping With the Pandemic in 2020 and 2021: A Mixed-Method Study of Adolescents in Luxembourg
The unprecedented Coronavirus disease 2019 (COVID-19) pandemic affected adolescents’ routines, experiences, and physical and mental health but not everybody reacted in the same way. The present longitudinal mixed-method study based in Luxembourg explores adolescents’ emotional responses to the pandemic as well as resilience factors that helped them cope with the challenges. It combines data from a survey completed in 2021 by 332 adolescents and f…
Educators, parents and children engaging in literacy activities in multiple languages: An exploratory study
There is a consensus that home languages are the foundation on which to develop additional languages and that collaboration between homes and institutions of early childhood education and care (ECEC) can contribute to the development of children’s language and literacy skills. Nevertheless, educators seem rarely to draw on multiple languages in literacy activities. Furthermore, situations where educators and parents jointly read to children are s…
Factors influencing communication between parents and early childhood educators in multilingual Luxembourg
The collaboration between educators of early childhood education and care (ECEC) and parents has a significant positive impact on children's development, particularly for young immigrant children. However, research in multilingual and multicultural contexts is scarce. Therefore, the aim of the present study conducted in multilingual ECEC context in Luxembourg was twofold: (1) to identify the significant predictors that influence goal-oriented com…
Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education
peer reviewed
Multilingual Education in Europe
Multilingual education refers to the planned use of multiple languages in education with the aim to develop both multilingualism and multiliteracy. These languages may include foreign, second or regional languages. Multilingual education encompasses various programs, serves different objectives and is grounded in diverse pedagogical approaches. The present entry defines key terms related to multilingualism and plurilingualism and explores how tea…
Navigating multiple multilingual spaces at home and in the day care centre: A case-study in Luxembourg
peer reviewed
Multilingual Education and Policy (17 works) · Pedagogy (17 works) · Psychology (16 works) · Sociology (15 works) · Multilingualism (14 works) · Second Language Learning and Teaching (11 works) · Linguistics (10 works) · Political science (10 works) · EFL/ESL Teaching and Learning (7 works) · Medicine (7 works)