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Language and Education Volume 32, 2018 - Issue 5: Engaging Language Policy from Macro to Micro Level: Migration and Language in Europe
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Original Articles

Dynamic interplay of language policies, beliefs and pedagogy in a preschool in Luxembourg

Claudine KirschDepartment of Language and Literature, Humanities, Arts and Education, University of Luxembourg, Esch-Alzette, LuxembourgCorrespondence[email protected]
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Pages 444-461 | Received 01 Nov 2017, Accepted 06 Jun 2018, Published online: 25 Oct 2018

Citations (17)

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Read on this site (5)

Evamaria Zettl. (2023) Forbidding and valuing home languages – divergent practices and policies in a German nursery school. International Journal of Multilingualism 20:4, pages 1353-1368.
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Alex Knoll & Anna Becker. (2023) Children’s agency in interactions: how children use language(s) and contribute to the language ecology in Swiss bilingual German-English daycare centres. International Journal of Multilingualism 20:4, pages 1304-1318.
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Francis John Troyan & Nathalie Auger. (2023) ‘Yes, but you were born in France’: practiced language policies with culturally and linguistically diverse students in an elementary classroom in France. Language and Education 37:4, pages 500-515.
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Hanna Ragnarsdóttir, Artëm Ingmar Benediktsson & Renata Emilsson Peskova. (2023) Language policies and multilingual practices in Icelandic preschools. Multicultural Education Review 15:2, pages 81-98.
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Anja Giudici. (2021) Teacher politics bottom-up: theorising the impact of micro-politics on policy generation. Journal of Education Policy 36:6, pages 801-821.
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Articles from other publishers (12)

Christine Hélot. 2023. Language and Sustainable Development. Language and Sustainable Development 79 101 .
Mila Schwartz, Claudine Kirsch & Simone Mortini. (2022) Young children’s language-based agency in multilingual contexts in Luxembourg and Israel. Applied Linguistics Review 13:5, pages 819-841.
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Reinelio Morales Llano. (2022) Política lingüística, bilingüismo y rol del maestro de inglés: una revisión desde el entorno global al contexto colombiano. Colombian Applied Linguistics Journal 24:2.
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J. E. Dockrell, T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M. Martins, O. Sousa, S. Castro, H. B. Søndergaard Knudsen, P. Donau, B. Haznedar, M. Mikulajová & N. Gerdzhikova. (2021) Teaching and learning in a multilingual Europe: findings from a cross-European study. European Journal of Psychology of Education 37:2, pages 293-320.
Crossref
Ekaterina Protassova. 2022. Handbook of Early Language Education. Handbook of Early Language Education 813 840 .
Claudine Kirsch & Claudia Seele. 2022. Handbook of Early Language Education. Handbook of Early Language Education 789 812 .
Gee Macrory. 2022. Handbook of Early Language Education. Handbook of Early Language Education 511 543 .
Verena Blaschitz, Maria Weichselbaum, Sevil Çelik Tsonev & Agnes Grond. (2021) Strategien der pädagogischen Fachkräfte im Umgang mit Mehrsprachigkeit im Elementarbereich. Informationen Deutsch als Fremdsprache 48:6, pages 614-631.
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Nikolett Szelei, Ana Sofia Pinho & Luís Alexandre da Fonseca Tinoca. (2021) Teaching in multilingual classrooms: strategies from a case study in Portugal. Revista Brasileira de Educação 26.
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Ekaterina Protassova. 2020. Handbook of Early Language Education. Handbook of Early Language Education 1 29 .
Claudine Kirsch & Claudia Seele. 2020. Handbook of Early Language Education. Handbook of Early Language Education 1 24 .
Gee Macrory. 2020. Handbook of Early Language Education. Handbook of Early Language Education 1 33 .

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