3/10/2015 Outline Symposium 6 March 2015 Language promotion and - PDF document

3/10/2015 Outline Symposium 6 March 2015 Language promotion and language practices in 1. Introduction: Multilingualism and early education in Luxembourg early educational settings in Luxembourg: 2. Language learning with pictures, rhymes and iTEO (C. Kirsch) 3. An ethnography of multilingualism in state ‐ funded early childcare Research projects in the fields of in Luxembourg (C. Seele) non ‐ formal and formal education 4. Brain development and the role of experience in the early years Claudine Kirsch (P. Engel de Abreu) Claudia Seele 5. Conclusions: Implications, suggestions and some further thoughts Pascale Engel de Abreu The Language Situation in Luxembourg 1. Introduction: Three official languages : Luxembourgish, French, German Many more languages spoken in daily life (notably Portuguese and English) Multilingualism and Early Education Total population : 549.680 inhabitants in Luxembourg 248.900 resident foreigners (45.3%) + 146.900 border ‐ crossing commuters (38.8% of the whole workforce) Main immigrant groups : Portuguese (16.5%), French (6.8%), Italian (3.4%), Belgian (3.3%), German (2.3%), other EU (6.7%), Non ‐ EU (6.3%) [percentage of the whole resident population] Languages in the education system : Luxembourgish (nursery), German (from Year 1), French (from Year 2) + further foreign languages (secondary school) 4 Family languages of children The Luxembourgish System of Education and Care Nationality of the resident population in a crèche in Lux ‐ city French For children between 0 and 12 years German Luxemburgish 0,7 Luxembourgish Formal education Non ‐ formal education and care 6,1 1 English 1 Portuguese 2,3 1,1 4,6 1 6 Polish 1 French 1 Italian 3,3 Italian 1 Dutch 3,4 Secteur conventionné Secteur non ‐ Belgian Éducation Précoce 1 Portuguese conventionné German • Facultative, for 3 ‐ 4 year olds 6,6 • For 0 ‐ 4 year old children Spanish 2 British • Crèches, Maisons Relais 5 • For 0 ‐ 4 year old children 55,5 Greek pour Enfants, foyers de jour Dutch • Crèches, foyers de jour, • Private non ‐ profit and Chinese garderies, child ‐ minders, 2 Other EU communal providers Cycle 1 Enseignement nannies, au ‐ pairs 16,4 Japanese • publicly funded, special • Private non ‐ or for ‐ profit Non ‐ EU Préscolaire convention with the state Rumanian providers (no convention) 3 3 • Compulsory, for 4 ‐ 6 year olds 3 Pulaar Cycles 2 ‐ 4 Enseignement Secteur non ‐  47,3% of children aged 0 ‐ 4 do not have the Luxembourgish citizenship Secteur conventionné Fondamentale conventionné  62,6% of children aged 4 ‐ 6 predominantly speak a language other than • For 4 ‐ 12 year old children • For 4 ‐ 12 year ‐ old children • For 6 ‐ 12 year old children Luxembourgish at home 5 6 1

3/10/2015 Evolution of childcare places for 0 ‐ 4 year old children in day ‐ care facilities with and without state convention 2. Language learning 14000 with pictures, rhymes and iTEO 12000 Claudine Kirsch, 10000 ECCS, Institute of Applied Educational Sciences 8000 places conv. places non ‐ conv. 6000 total 4000 2000 0 2005 2007 2009 2011 2013 7 The Luxembourgish System of Education and Care Underlying pedagogical concepts For children between 0 and 12 years Formal education Non ‐ formal education and care • Language learning as a social, cognitive, dynamic and emotional process (Vygotsky, Swain) MultOra Secteur conventionné Secteur non ‐ Éducation Précoce • Respecting and capitalising on children’s linguistic and cultural resources conventionné • Facultative, for 3 ‐ 4 year olds • For 0 ‐ 4 year old children in settings where children can act (Sarason, Dewey, Rosenblatt, Greene, • Crèches, Maisons Relais • For 0 ‐ 4 year old children pour Enfants, foyers de jour • Crèches, foyers de jour, • Private non ‐ profit and Dyson) garderies, child ‐ minders, communal providers Cycle 1 Enseignement nannies, au ‐ pairs • publicly funded, special • Private non ‐ or for ‐ profit Préscolaire convention with the state providers (no convention) • Children as authors of their learning (“voice“, “audience“, “storying”, • Compulsory, for 4 ‐ 6 year olds responsibility, control, autonomy, consciousness) (Bakhtin, Freinet, Van Lier) Cycles 2 ‐ 4 Enseignement Secteur conventionné Secteur non ‐ • Collaboration, cooperation, dialogue in a collective of human and non ‐ Fondamentale conventionné • For 4 ‐ 12 year old children • For 4 ‐ 12 year ‐ old children • For 6 ‐ 12 year old children human actors (Latour, Lantolf, Vygotsky) 10 Multilingual Oracies (MultOra, 2014 ‐ 2015) Research foci: • Dialogue & communication of multilingual children in diverse Using pictures, rhymes and books to further language development settings in non ‐ formal and formal education settings Sample: • 3 MRE (3 ‐ 5) Mentoring; group • 1 crèche (2 ‐ 4) discussions focusing on oracy practices; reflections • 1 C1 (4 ‐ 6) Professional development for teachers & Methods: educators • Video ‐ recordings “Mit Versen • Survey in die Welt” 2

3/10/2015 iTEO (2013 – 2016) • Development of oral skills • Relationship between oracy, literacy und general achievement • iPad App to record and edit oral language • Materialization/ objectivation of language Nein, das ist eine Maus, eine Katze und ein Hund. Ja, eine Maus und eine Eh, eine Katze Und eine Maus. Nein. • https://blog.bsce.uni.lu/storying/ Eh, eine Maus und eine Katze und ein „Mupp“. • https://itunes.apple.com/de/app/iteo/id485277716?mt=8 Nein, es ist ein Hund. Nein, Miguel. „Mupp“ ist wie Hund. „Mupp“ ist Hund. „Mupp“ ist Hund. Nein, Mupp, er, es ist nicht Hund. Er ist, er ist. Research questions: The children’s • How do teachers and multilingual children use iTEO when resources / learning languages? “Je m’appelle ” • How does the tool change oracy practices? Sample: • 2 C1 (4 ‐ 6) • 2 C2 ‐ 4 (6 ‐ 8) 1 2 Je. Auf Französisch? M'appelle Methods: Moi, je m’appelle Aaron et toi tu t'appelles Lina. Je m'appelle Moi je m'appelle Aaron. Lina Moi se, je m'appelle Lina. • Observations Lina. Moi je m'appelle Aaron. Moi se, je m'appelle Lina. Ja, richtig, gut. Jetzt kannst du das. Nein, ich kann das gar nicht gut. Nein, komm wir • Video ‐ recordings Je m'appelle Aaron. werfen es in den Mülleimer. Je m'appelle Lina. Je. • Semi ‐ structured interviews Je m'appelle Aaron. Je m'appelle Lina. Moi. Gut! Je. Teachers & Educators Findings 3. An Ethnography of Multilingualism in • Different understanding of Children State ‐ Funded Early Childcare in Luxembourg – language learning – the language efforts of the children • Motivation to speak & learn Claudia Seele, – the meaning of active learning • Careful listening – the role of the adult INSIDE, Institute for Research on Generations and Family • Collaboration • Unease about the use of German • Negotiation • Differing use of translanguaging • Imitation, transformation, • Need for professional development elaboration • Learning & teaching Teachers (iTEO) • Reflection • Change of practices (towards a • Examples of translanguaging more natural learning environment • Identity construction with some guidance) 3