Multilingual education in early years in Luxembourg: a paradigm shift?

Figures & data

Table 1. Home languages of the children as reported by the educators.

	Literacy N = 452	Collaboration N = 289
French	93%	97%
Luxembourgish	85%	94%
Portuguese	84%	90%
English	52%	57%
German	51%	52%
Italian	53%	57%
Serbian/Croatian/Bosnian	36%	40%
Arabic	31%	36%
Spanish	27%	31%
Polish	21%	28%
CV Créole	26%	24%

Table 2. Reported language use in daily communication by the educators.

	Literacy N = 452	Collaboration N = 289
French	87%	90%
Luxembourgish	80%	82%
Portuguese	33%	32%
English	20%	24%
German	18%	16%
Italian	7%	6%
Spanish	4%	2%

Figure 1. Comparison of the language use (expressed in percentages) of the educators and the children, as reported by the educators (N = 452, literacy questionnaire).

Figure 2. Reported language use (expressed in percentages) of the educators with the children according to the activity (N = 452, literacy questionnaire).

Figure 3. Parents’ language use (expressed in percentages) reported by educators (N = 289, collaboration questionnaire).

Figure 4. Parents use of the home language in collaborative activities (reported by educators and expressed in percentages) (N = 289, collaboration questionnaire).

Figure 5. Reported language use (expressed in percentages) of educators (N = 452 literacy) and of parents (N = 289, collaboration questionnaire).