The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg
Bibliographic Data
| ID | 12967993 |
|---|---|
| Authors | Chantal Kirsch (0000-0001-5981-2773, University of Luxembourg, corresponding author), Gabrijela Aleksić (0000-0002-5382-6637, University of Luxembourg) |
| Year | 2018 |
| Volume | 10 |
| Issue | 4 |
| Pages | 148-148 |
| Publication date | 2018-11-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of European Studies (JOURNAL) |
| Journal identifiers | ISSN: 1918-7173 • E-ISSN: 1918-7181 |
| Publisher | Canadian Center of Science and Education (PUBLISHER) |
| DOI | 10.5539/res.v10n4p148 |
| OpenAlex | W2900266551 |
| Language | EN |
| Citations received | 23 |
| References cited | 18 |
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 questionnaire administered prior to and after the course as well as interviews, we examined the influence of the training on attitudes to multilingual education and activities to develop Luxembourgish and home languages. The analysis drew on content analysis, paired samples t-test and correlational analysis. The findings show that the course positively influenced the professionals’ knowledge about multilingualism and language learning, their attitudes towards home languages, their interest in organising activities in the children’s home languages and the implementation of these activities. The results shed light on special interest areas such as the quality of input that future professional development courses could focus on
Developmental psychology · Diversity (politics · Early childhood · Early childhood education · Medical education · Multilingual Education · Multilingualism · Pedagogy · Professional development · Quality (philosophy · Sociology · Linguistic Education and Pedagogy · Medicine · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Researching and teaching (with) the continua of biliteracy
Analogue and digital literacy practices to promote multilingual literacies in preschool in Luxembourg
‘Just accept each other, while the rest of the world doesn’t’ –teachers’ reflections on multilingual education
Linguistically responsive teaching
Early childhood educators’ viewpoints on linguistic and cultural diversity
Discourses on encountering multilingual learners in Finnish schools
Native English teachers’ beliefs and practices in teaching oral communication
Developing multilingual practices in early childhood education through professional development in Luxembourg
Building teacher agency through translanguaging
Towards the Well-Being of Linguistically and Culturally Diverse Children
Translanguaging stance of preschool teachers working with multilingual children in Luxembourg
Investigating team beliefs on multilingualism and language education in early childhood education and care
Multilingual education in early years in Luxembourg
A mixed-methods approach to analysing interdependencies and predictors of pre-service teachers’ beliefs about multilingualism
An empirical validation study of Spolsky's language policy model
Home language use with children, dialogue with multilingual parents and professional development in Ecec
The effect of individual factors on L3 teachers’ beliefs about multilingual education
Translanguaging in today’s multilingual classes – Students’ perspectives of classroom management and classroom climate
Embracing linguistic and cultural diversity in multilingual EAL classrooms
Teaching immigrant students
Opening minds to translanguaging pedagogies
Responding to English
Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study
Bilingual First Language Acquisition
Teachers’ Beliefs and Educational Research
Learning to observe
Features of Pre-Kindergarten Programs, Classrooms, and Teachers
Translanguaging
Teachers’ beliefs about multilingual pedagogies and the role of initial training
Language Planning and Economics
The Language Situation in Luxembourg1
Head Start teachers’ beliefs about language and literacy instruction
The effects of language- and literacy-focused professional development on early educators and children
Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity
Young children capitalising on their entire language repertoire for language learning at school
The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs
Factors influencing teachers’ professional development in networked professional learning communities
Multilingualism
A Course on Effective Teacher-Child Interactions
Triangulation
Using thematic analysis in psychology
| Unique citing works | 23 |
|---|---|
| Citations per year | 3,83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |