Thibaut Duthois
Biographic Data
| ID | 4895654 |
|---|---|
| NAME | Thibaut Duthois |
| GIVEN NAMES | Thibaut |
| FAMILY NAME | Duthois |
| SIGNATURE | DUTHOIS T |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0003-0029-7927 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Language policy under the radar: Do nurses practise what they preach in multilingual infant welfare clinics?
Language policy is often assumed to reside in declared guidelines or explicit advice, yet it may also operate under the radar through routine institutional practices. Drawing on a tripartite understanding of language policy as comprising language beliefs, practices, and management, alongside a mechanism-oriented perspective on how de facto policy is enacted, this article examines language policy in multilingual infant welfare consultations in Bel…
The role of teacher gaze in speaking turns during interactive book reading: A multiple case mobile-eye-tracking study
Gaze is foregrounded as a central interactional resource positioning individuals as speakers or bystanders. In early childhood education (ECE), where direct involvement in interactions with the teacher is central to language development and where unequal participation may lay the groundwork for far-reaching processes of educational inequality, research into gaze remains scarce. This study, including six teachers and thirty children, examines vari…
Can we professionally develop teachers’ visual attention? Video-based professional development of early childhood teachers’ in-action noticing during language-stimulating interactions: A mobile eye-tr…
Does ‘seeing’ a child influence teacher talk? Studying the linguistic complexity of teacher interactions in linguistically heterogeneous groups
Teacher–child interactions are central to quality early childhood education (ECE) and play a decisive role in children's language development. Yet the distribution and linguistic complexity of teacher talk in multilingual ECE classrooms remains underexplored. This study examined both the quantity and quality of teacher talk directed at individual children in linguistically heterogeneous groups in Flemish (i.e., Dutch speaking part of Belgium) ECE…
What children get overlooked? The distribution of teachers’ attention in early childhood education: A Mobile Eye-Tracking Study
A teacher’s distribution of attention and interaction opportunities in early childhood education: A mixed-methods single case study
Given the importance of one-on-one interactions between teachers and children for preschoolers’ language development, understanding teachers’ distribution of attention during interactions is essential. This mixed-methods single case study investigates how one teacher distributes her attention and interaction opportunities among four children. A data triangulation approach combining quantitative mobile eye-tracking data and qualitative data was us…
Early childhood education teachers' professional vision of language-stimulating interactions: A mixed-method mobile eye-tracking study
Through the teachers’ eyes: Barriers to equitable language stimulating environments in early childhood education a qualitative mobile eye-tracking study
This study investigates the barriers teachers encounter in ensuring equal participation for all children in classroom interactions, with a focus on linguistically vulnerable and/or multilingual children. While disparities in engagement are well documented, the underlying mechanisms have received limited attention in the literature. Stimulated recall interviews (SRIs) with mobile eye-tracking recordings of teachers’ (N = 25) conversations were con…
Connecting the Dots in Education for Newly Arrived Migrant Students in Flanders
All over Europe, the rapidly increasing number of newly arrived migrant students (NAMS) not only transformed countries into ethnically diverse societies but also led to various challenges for the educational system in general and its schools and teachers in particular. In Flanders, education for NAMS has several limitations, such as an overrepresentation of NAMS in vocational tracks and a lack of interaction between reception and mainstream educa…
Early childhood education teachers' professional vision of language-stimulating interactions: A mixed-method mobile eye-tracking study
Through the teachers’ eyes: Barriers to equitable language stimulating environments in early childhood education a qualitative mobile eye-tracking study
This study investigates the barriers teachers encounter in ensuring equal participation for all children in classroom interactions, with a focus on linguistically vulnerable and/or multilingual children. While disparities in engagement are well documented, the underlying mechanisms have received limited attention in the literature. Stimulated recall interviews (SRIs) with mobile eye-tracking recordings of teachers’ (N = 25) conversations were con…
Connecting the Dots in Education for Newly Arrived Migrant Students in Flanders
All over Europe, the rapidly increasing number of newly arrived migrant students (NAMS) not only transformed countries into ethnically diverse societies but also led to various challenges for the educational system in general and its schools and teachers in particular. In Flanders, education for NAMS has several limitations, such as an overrepresentation of NAMS in vocational tracks and a lack of interaction between reception and mainstream educa…
A teacher’s distribution of attention and interaction opportunities in early childhood education: A mixed-methods single case study
Given the importance of one-on-one interactions between teachers and children for preschoolers’ language development, understanding teachers’ distribution of attention during interactions is essential. This mixed-methods single case study investigates how one teacher distributes her attention and interaction opportunities among four children. A data triangulation approach combining quantitative mobile eye-tracking data and qualitative data was us…
Early childhood education teachers' professional vision of language-stimulating interactions: A mixed-method mobile eye-tracking study
Through the teachers’ eyes: Barriers to equitable language stimulating environments in early childhood education a qualitative mobile eye-tracking study
This study investigates the barriers teachers encounter in ensuring equal participation for all children in classroom interactions, with a focus on linguistically vulnerable and/or multilingual children. While disparities in engagement are well documented, the underlying mechanisms have received limited attention in the literature. Stimulated recall interviews (SRIs) with mobile eye-tracking recordings of teachers’ (N = 25) conversations were con…
Language policy under the radar: Do nurses practise what they preach in multilingual infant welfare clinics?
Language policy is often assumed to reside in declared guidelines or explicit advice, yet it may also operate under the radar through routine institutional practices. Drawing on a tripartite understanding of language policy as comprising language beliefs, practices, and management, alongside a mechanism-oriented perspective on how de facto policy is enacted, this article examines language policy in multilingual infant welfare consultations in Bel…
The role of teacher gaze in speaking turns during interactive book reading: A multiple case mobile-eye-tracking study
Gaze is foregrounded as a central interactional resource positioning individuals as speakers or bystanders. In early childhood education (ECE), where direct involvement in interactions with the teacher is central to language development and where unequal participation may lay the groundwork for far-reaching processes of educational inequality, research into gaze remains scarce. This study, including six teachers and thirty children, examines vari…
Can we professionally develop teachers’ visual attention? Video-based professional development of early childhood teachers’ in-action noticing during language-stimulating interactions: A mobile eye-tr…
Does ‘seeing’ a child influence teacher talk? Studying the linguistic complexity of teacher interactions in linguistically heterogeneous groups
Teacher–child interactions are central to quality early childhood education (ECE) and play a decisive role in children's language development. Yet the distribution and linguistic complexity of teacher talk in multilingual ECE classrooms remains underexplored. This study examined both the quantity and quality of teacher talk directed at individual children in linguistically heterogeneous groups in Flemish (i.e., Dutch speaking part of Belgium) ECE…
What children get overlooked? The distribution of teachers’ attention in early childhood education: A Mobile Eye-Tracking Study
Pedagogy (4 works) · Psychology (4 works) · Eye tracking (3 works) · Hearing Impairment and Communication (3 works) · Language Development and Disorders (3 works) · Mathematics education (3 works) · Reading and Literacy Development (3 works) · Tracking (education (3 works) · Child development (2 works) · Child Development and Digital Technology (2 works)