Practitioners’ language-supporting strategies in multilingual ECE institutions in Luxembourg

Figures & data

Table 1. Overview of the type of activities observed.

Type of activity observed	Preschool	Précoce
Language and literacy activities	23	21
Rituals	5	7
Creative activities (artwork, singing)	12	12
Total activities	40	40

Table

1	Ms V.	A wat ass mam Elefant geschitt? [What happened to the elephant?]
2	Greg	Il a fait mal ici. [He hurt himself here.]
3	Ms V.	Wat ass geschitt? [What has happened?]
4	Greg	{walks to the board, points to the teeth on the picture} Il a fait (incomprehensible) ça. [He did this (incomprehensible).]
5	Ms V.	Jo, wat huet en wéi? [Yes, what hurts?]
6	Anne	Zänn. [Teeth.]
7	Greg	{walks to the board, points to forest on the picture} Forêt, Joffer. [Forest, teacher.]
8	Ms V.	Am Bësch. [In the forest.]
9	David	{puts up his hand}
10	Ms V.	Lauschtert dem David no. Wat ass dann do geschitt? [Listen to David. What has happened there?]
11	David	{points to the picture} Apel huet erof an an an de Waasser. Huet méi de Waaser, huet huet, esou. [Apple has down and and and the water. Has more the water, has, has, like this.] {makes the movement of the water moving the apple} Esou. [Like this.]
12	Ms V.	An d’Waasser huet den Apel matgeholl. [And the water has carried the apple away.]

Table

1	Ms J.	(pointing to a picture of the book) Wat ass dat hei? Kuck. [What is this here? Look.]
2	Child	É pirata. [It’s a pirate.]
3	Ms J.	Mengs du, e Pirat? [Do you think so? A pirate?]

Table 2. Percentage of interaction-promoting strategies.

Interaction-promoting strategies	Preschool (%)	Précoce (%)
Encouraging peer interaction	3	2
Repeating after children	20	18
Repeating own utterances	40	55
Asking closed questions	60	70
Asking open questions	48	33
Asking for confirmation or clarification or alternatives	33	33

Table 3. Percentage of language-modelling strategies.

Language-modelling strategies	Preschool (%)	Précoce (%)
Giving corrective feedback	53	38
Expanding on children’s utterances	40	35
Expanding on own utterance	23	5

Table

Ms J.

Rendéier. Deen huet e Cadeau. An e laacht. En ass frou. Ass net nämmlecht. Kuck, deen ass frou dee laacht. [Reindeer. It has a present. And smiles. It is happy. Is not the same. Look, this one is happy it smiles.]

Table

1	Child	{pointing} Loup. [Wolf.]
2	Ms V.	Ce n’est pas un loup, c’est un renard. [It’s not a wolf, it’s a fox.]
3	Child	Un renard. [Fox]
4	Ms V.	{nodding} Jo, e Fuuss. [Yes, a fox.]
5	Child	Fuuss. [Fox.]

Table

	Preschool	Précoce
Number of children	18	11
Boys/girls	10/8	8/3
Age (at the beginning of the data collection)	4–5	3
Languages spoken at home	Albanian, Arabic, Bulgarian, Chinese, Czech, English, Estonian, Finnish, German, French, Luxembourgish, Portuguese, Spanish	Arabic, Cape Verdean Creole, French, Portuguese, Serbian/Croatian/Bosnian
Children speaking Luxembourgish at home	2	0
Bilingual children before enrolling in the education system	6	0