Gabrijela Aleksić
Biographic Data
| ID | 4609669 |
|---|---|
| NAME | Gabrijela Aleksić |
| GIVEN NAMES | Gabrijela |
| FAMILY NAME | Aleksić |
| SIGNATURE | ALEKSIĆ G |
| AFFILIATIONS | University of Luxembourg |
| ORCID | 0000-0002-5382-6637 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Home literacy environment of multilingual preschool children
peer reviewed
Kindergarten Children’s Attitudes Towards Homosexuality: The Influence of Puppet Theatre on the Topic of Diversity in a Group of Kindergarten Children
Family language policy in multilingual Luxembourg: The Conceptual Shift From a Conflictual to a Contrastive Dynamic
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…
A Multilingual Preschooler’s School Belonging: The Role of Translanguaging Pedagogy
Students must feel a sense of belonging to engage in learning. They need to feel accepted, respected, and supported by peers and teachers. A well-cultivated sense of belonging has positive impacts on children’s well-being and school success. However, migrant children often go to schools where language practices are different from those of their homes and where they often feel alienated. In this study, we closely examine how the teacher’s translan…
Language beyond flags: Teachers misunderstanding of translanguaging in preschools
Based on an analysis of the video recording and transcript of one lesson chosen by preschool teachers in Luxembourg as an example of translanguaging pedagogy, this article shows the teachers’ limited understandings of translanguaging. As a result of a new 2017 multilingual education policy for early childhood, the first author designed a professional development project in which the teachers in this preschool participated. During a lesson, the te…
Translanguaging stance of preschool teachers working with multilingual children in Luxembourg
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 i…
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 …
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…
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…
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…
A Multilingual Preschooler’s School Belonging: The Role of Translanguaging Pedagogy
Students must feel a sense of belonging to engage in learning. They need to feel accepted, respected, and supported by peers and teachers. A well-cultivated sense of belonging has positive impacts on children’s well-being and school success. However, migrant children often go to schools where language practices are different from those of their homes and where they often feel alienated. In this study, we closely examine how the teacher’s translan…
Translanguaging stance of preschool teachers working with multilingual children in Luxembourg
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 i…
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…
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…
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 …
Language beyond flags: Teachers misunderstanding of translanguaging in preschools
Based on an analysis of the video recording and transcript of one lesson chosen by preschool teachers in Luxembourg as an example of translanguaging pedagogy, this article shows the teachers’ limited understandings of translanguaging. As a result of a new 2017 multilingual education policy for early childhood, the first author designed a professional development project in which the teachers in this preschool participated. During a lesson, the te…
Translanguaging stance of preschool teachers working with multilingual children in Luxembourg
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 i…
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…
A Multilingual Preschooler’s School Belonging: The Role of Translanguaging Pedagogy
Students must feel a sense of belonging to engage in learning. They need to feel accepted, respected, and supported by peers and teachers. A well-cultivated sense of belonging has positive impacts on children’s well-being and school success. However, migrant children often go to schools where language practices are different from those of their homes and where they often feel alienated. In this study, we closely examine how the teacher’s translan…
Home literacy environment of multilingual preschool children
peer reviewed
Kindergarten Children’s Attitudes Towards Homosexuality: The Influence of Puppet Theatre on the Topic of Diversity in a Group of Kindergarten Children
Family language policy in multilingual Luxembourg: The Conceptual Shift From a Conflictual to a Contrastive Dynamic
peer reviewed
Psychology (10 works) · Pedagogy (9 works) · Sociology (8 works) · Multilingual Education and Policy (7 works) · Multilingualism (6 works) · Second Language Learning and Teaching (6 works) · Developmental psychology (5 works) · Linguistics (4 works) · Translanguaging (4 works) · Early childhood education (3 works)