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

Abstract

There is a recognised need for multilingual pedagogies as these capitalise on children’s resources. Language policies calling for monolingual or multilingual policies are, however, not easily translated into pedagogical practices. Teachers play a crucial role in the process of policy implementation because they negotiate policies and adapt them in the light of their beliefs, experiences, existing pedagogical practices and the context in which these are embedded. This case study is located in a preschool in multilingual Luxembourg and examines the ways in which a teacher engages with policy and implements a multilingual-oriented programme to draw on children’s diverse language needs. The data stem from a qualitative, longitudinal study using a multi-method approach. The findings highlight the interplay between the educational policy focussing on Luxembourgish, the teacher’s beliefs and ideologies rooted in her multilingual identity and the country’s societal multilingualism, and a boy’s experiences of separating languages at home. The findings are of particular interest to teachers as they show that the dialogue between the teacher, the child and his mother influences their beliefs and contributes to opening up multilingual spaces.

Keywords:

• Language policy and planning
• ideologies
• multilingualism
• educational policy
• case study

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by the University of Luxembourg [grant number iTEO2 R-AGR-0222] and the Ministry of National Education, Childhood and Youth.